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The authors wish to extend their thanks ro all those who contributed w this book wrth their generOLJS advice and assistance We would especially like to thank our colleagues. management, and students (past and present) at Sumitomo Electric Industries. Sumitomo Metal Industries. Sumikin-lmercom. and other companres. for givrng us the experience we needed and for trying our many of the ideas in this book.

For assrstance with rnformation about international business customs. cross-cultUial communication. and the TOEIC. Brett Berquist. Tammy Gilbert. Peiya Gu, Alan Headbloom. Lewrs .ansford. ShinJr OkurrlUra. Bruce Rogers. Jaimre Scanlon. Tadao Seo. Lynn StaffordYilmaz. Kelly Tavares, Gregg Stevens. Kay Westerfield. Tatyona Yahkontova

rhanks to everyone at Macrnillan fer their support and guidance in the development of 1 his book.

~:;nally- thanks to our families for rherr patience and support: Hiroko. Sarah. <1nd Thomas Vaughan; and Vv II and Sebastian Mitchell.

The publrshers would like to thank Professor Sun Chang, Darius Goodwin. Hae-kyunq ~ee

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~ MACMILLAN

•

Andrew Vaughan

& Dorothy E Zemach

2

Contents Page Unit

4 Introduction and strategy review

6 1 Welcome to the company!

12 2 An important visitor

18 3 What's on the agenda?

- -

' '

I

24 4 That's a great idea!

30 Review 1- 4

32 s I'll call you back

38 6 Can I get there on foot?

44 7 Best wishes, Thomas Kale

so 8 That's a good question!

56 Review S- 8

58 9 What was his major?

64 10 Tell me about yourself

70 11 They're too expensive

76 12 I need to work harder

82 Review 9-12

11 0 TOEic" or BEC practice

122 Performance language {Review)

Get Ready for International Business

Content

Introducing a colleague Small talk Conversation topics Making introduct'ons Self-introductions

Starting a presentation GLiiding a visi tor· Present ing information: Making suggestions Openings I introductions

Running meetings Staling a topic Meetings and discussions: Giving and explaining reasons Opening a meeting Closing a meet ing

Discussing ideas Meetings and discussions: Moving through a meeting

Agreeing and disagreeing

Leaving messages Taking 1 leaving a message Telephoning: Using voicemail

Checking in Non-verbal communication: Asking for information Understanding gestures Giving direaions

Understanding emails Email expressions Writing emails Email vocabulary

Giving a presentation Delivery (eye contact I voice) Presenting information: Giving and Endings I conclusions

receiving feedback Dealing with questions

Discussing job applications Describing experience Reading and writing a CV: Supponing opinions - -

Giving key information Talking about your fu ture Being interviewed: Talking about your strengths

Describing your background

Discussing gifts Explaining a problem I mistake Selecting gifts Giving and accepting apologies

Reviewing performance Checking understanding Responding to feedback and Self-evaluation

asking for clari fi cation Discussing performance plans

125 Wordlist 129 Common irregular verbs

Viewpoints In business In business tasks

Breaking the ice An ice-breaking session 84,93,103

Stereotypes and generalisations An orientation for foreign students 85,94

Decision making Redecorating the office 86,95,96, 104,109

Meeting styles A French hypermarket 86,95

Automated voicernail Teleconference guidelines 96, 104, 109

Non-verbal communication Explaining body language 87,97,105

---------------------------Email Planning a meeting 88, 98, 106

Presentations On-the-job use of English 89,99,107

CVs Writing a CV 90, 100, 108

Interviews Who should we hire? 91' 101

-Cultural mistakes Choosing a wedding gift 92, 102

High and low-context cultures Evaluating and recommending

130 Grammar reference

Contents 3

4

Introduction In Get Ready for International Business Student's Book 2, you will meet people from all over the world with a variety of points of view, interests and experiences. As you work through the units, match the photograph to what the person says.

Travis Johnson, US Juan Torres, Spain Jun-ha Kim, Korea

Leila, Iran Sabine Belanger, France Emily Olsen, lJS

II ~he ~a 'd tnar G nn..~ny, the custom IS to clo tr m ma l'T bl( a ~~ for our 'deJs, 1l•Or t.vheneuer y u ea (1 ro m ·n t hous , hu n •' ·r.erc m tl h f c; , c;< f Whv 1sk !eaving my r r'Jorn toor open WhE'n I 'U£T. to ', us tf ~· t.: •Ja •.'· o;ng o l s~en •o us?

II : never know t<-hat to say u. Jo: n 1 meet new peop.e.

II r doy't Rt ;.uar.::l1!1lg presentat ) u,l €'1 [I ey e 11" co our or too m

d tf1 u • • us on what • t'"''...,

a II Years a~o. ~ er han iu n~tel . bu· +"<> aay" r v rea d 1 e n c rr:p t'er

t t t

11" t

l'i 11' Usua ' • mt' ttn 1 1 , • 1

Ge( Ready for International Business

Strategy review Conversation strategies

Here are some of the strategies introduced in Get Ready for International Business Book 1. Use this language as you work

through the exercises in this book.

u. p

Practise reading the phrases aloud with a partner.

1 Controlling language

can you speak more loudly' can you speak more slowly? can you repeat that? can you say that again?

I'm sorry . . . can you spell that?

can you repeat (your telephone number)? how do you spell (your family name)' how do you pronounce (this word)'

Note: English speakers sometimes say Speak louder in 1nformal situations

2 Checking and confirming

Is that clear (so far)? Are you w>th me (SO far)? OK?

Let me repeat that. Let me confirm.

Yes. that's clear. I understand. 1m With you OK.

Your number IS •••

You said ...

Let me cl~eck that I understand. Your quest 10n IS about .. You think ...

3 Reflecting and reacting

Wow'

That's amazing!

What abOllt you?

How about you?

And you?

Really?

That's cnterestcng.

That's a shan e.

Oh no1

Is that right?

•

Tha;:'s great! I see. I'm sorry to hear that

lntroducuon and strategy review

• I \

r uk rr; r I y

!'n fr 'l1 M,l avst How lhotc' you

5

6

Aims • Introducing a

--olleague • Conversation topics • Self-rntroductions

• Small talk • Makrng

introductions

• V1ewpoints:

Breakrng the ice • In b usiness: An ice

breaking ~e~sion

UNIT 1

Welcome to the company!

Listen and practise Introducing a colleague

1 Describe the photo. Where are the people? What is happening?

2

3

• Tom Hayes is giving a speech. Listen and tick (.1) the answer to the question .

What is the purpose of this speech?

l L

To interview someone for a new job.

To tell some employees about a new employee.

[_ To describe a new training program.

• Listen again and complete the speech. Then take turns reading it to a partner.

Tom Hayes: Good morning, everybody. I'd like to inr.rmil~ce a new member of our company, Amy Lane. Amy's going to be our new maragement trainee. She' I be

with Michael in the Marketing Department. Amy graduated last L11y from the European Business School, and we're very to have

her here with us. I'm sure she'll be a great to our department. Amy, would you like to say a 7

4 Practise the speech again. Change the information in blue using the names and jobs below and the appropriate pronouns (he I she).

John Chen -Computer Tech Support - Hong Kong factory - year

Carol Benton- Sales Representative - the head office- summer


5 ·. What do you think Amy w il l say? Tick (.I) your guesses. Then listen to see if you are correct.

a ] She wil l talk about her new job.

b =:-] She wil l ask the other company members about themselves.

c J She wil l talk about her background.

d _j She wil l talk about her personal interests.

Conversation topics

1 Look at the topics in exercise 2 below. How comfortable are you d iscussing these topics with someone you don't know well ? Enter information for yourself in the column marked 'Me: Look at the key:

.I .I I am very comfortable with the topic .

.I I am somewhat comfortable.

X I am not comfortable.

Then compare and d iscuss your answers with a partner or small group.

2 Listen to these conversations.

a

Use .I .1, .1, and X to show how comfortable the people are discussing the topics. Compare your answers with a partner or group.

Topic

Nationality

Your college name and your major

b Height and. weight

Age

c Single or married

Information about family members

Where you were born

d Job

Salary

e Opinions on a current political situation

f Religious beliefs

Hobbies and interests

Me Woman

Welcome to the companyl UNIT 1

Man

.1.1

7

8

Self-introductions

1 Look at the topics you double-ticked (.! .f) in exercise 2 on page 7.

• Make some notes about those topics to use for a self-introduction to your class.

• Now give a 1- 2 minute self-introduction to a group of your classmates or the whole class. Begin like this:

Nice to meet you. eueryone. I'd like to te!l you a little bzt abot1t myself My name zs

Small talk

1 When English-speaking people meet for the first time, they usually try to find something in common, or they ask a question. Match the statements to the responses.

a I'm from Malaysia originally.

b I really like jazz music.

c I go snowboarding a lot.

d I'm a college student.

e I'm a Mechanical Engineer.

f I'm from Australia. I live in Melbourne.

1 Oh, really7 I do, too What's your favourite band?

2 How interesting. I've never been there, but I've heard it's beautiful.

3 Really? My brother is, wo.

4 Oh, really? What part of Malaysia?

5 Really? I am, too. What's your major?

6 I've never tried that, but it seems like fun. Is it difficult?

2 Unscramble the questions. Then check your answers with a partner.

a is I what I name I your 7 W11at ,s you ntt'""~

b you/do/do/what?

c from originally I you I where I are?

d kinds I to do I do you I what I of things I like ?

e you I are I English I studying I why?

3 Work w ith a partner. Ask and answer the questions in exercise 2. For questions b - e, try to find something in common or ask a question about your partner's answers. After you finish, change partners and repeat the exercise.

I like w play tennis.

\.__How abot1t you? __ I'm from Tazpet.

And you?

'

,

UNIT 1 Get Ready for International Business

v .~ . ... -

Making introductions

1 • Listen and answer the questions. Then practise t he conversations in groups of three .

a Which conversation is more formal? How do you know?

b What phrases can you use to introduce someone to someone else? Underline them in the conversations.

c The person making the introductions offers some information about the people being introduced. Circle those sentences.

Conversation 1

Jasmine: Amy, do you know David?

Amy: No, we haven't met.

Jasmine: Oh, OK. Amy, this is David. He's an exchange student. He's studying in Madrid. David, Amy's just started working with me.

Amy: Nice to meet you. David. Where are you from o riginally?

David: Nice to meet you, Amy. I'm from Greece. Do you know Rhodes?

Amy: I've never been to Greece, but I've heard it's beautiful.

Jasmine: David is really into rock music.

Amy: Oh, real ly? Me, too! What's your favourite band?

Conversation 2

Tom Hayes: Amy, I'd like you to meet Michael Young. He's our Sales and Marketing Manager for Asia. Michael, this is Amy Lane, our new management trainee.

M ichael: Nice ro meet you, Amy.

Amy: A pleasure. I'm sorry, what was your name again?

Michael: Michael Young. Please call me Michael.

Amy: It's nice to meet you, Michael.

Tom Hayes: Michael is working on a new marketing campaign for Asia. He's also in charge of our tennis club.

Amy: Really? I love tennis.

Michael: Do you7 Well, we would love you to join ...

2 Work wi th a partner and another pair. Pract ise making formal and informal introductions.

• When you introduce someone, g ive some information about him or her.

• When you are introduced to someone, find something in common or ask a follow-up question.

Then change groups and repeat the exercise.

A: Hi. I'm Jenny, and this is my friend Eun·ji. She's a first-year student.

B: Nice to meet you , Eun-ji. What's your major?

'

Welcome to the company! UNIT 1 9

Breaking the ice 1 Read what these people say about meeting new people. Which person do you think is most similar to you?

Travis Johnson, US

Americans are known for bemg outgoing, but actually, I'm pretty shy I don't like to go to parties or be in situations where I don't know a lor of people. I never know what to say when I meet new people! It's easier if we're doing some kind of activity, like playing a sport or studying in the same class. Then I have some topics that I can talk about. But I still prefer to have someone else make the first move. Actually. it's easier for me to meet people online.

Teresa Tavares, Brazil

I think it's very easy to meet new people 1n Brazil. Generally we are very friendly and outgotng. A new woman just started in my office last week. The first day, we al introduced ourselves to her and kissed her on the cheek - that's how we say hello to each other every day. We all helped her fit in- someone gave her a ride home from work, and someone else took her shopping that afternoon to look for some furniture for her apartment.

2 Discuss these questions with a small group.

Yumiko Kondo, Japan

In Japan. it's rare to meet new people on your own. Usually we are introduced to someone by a friend, family member, or classmate. When I sta"rted at my job, the people who joined at the same time spent about a month getting to know each other, when we all tooK basic business rra1ning. As well as training, we played games. did some activities together, and had a party. Then we could work together more easily because we were friends.

a Imagine you are at a party where you don't know a lot of people. What would you do? r-irst, rank the following in order from 1 (I would definJlely do rhis) to 5 (I would never do this). Then compare and discuss your ansvvers with the other students.

A Stand alone and hope someone talks to me.

B Only talk to people I already know.

C Ask a friend to introduce me to someone.

D Introduce myself or try to start a conversation wit'l someone who looks interesting.

E Walk into the room and kiss everyone on both cheeks.

b Where and how do you meet new people in your culture? In which situations are you most comfortab'e meeting people?

An ice-breaking session Scenario You are members of the Human Resources Department of a company. Your company has just hired new members. You are in charge of conducting an 'ice-breaking' session with the new members at the head office.

Task 1

Divide into three groups, A, B, and C. Study the ice-breaking activity for your group in the In business task files and

try it out. Prepare to explain the activity to the other groups.

Group A page 84 Group B page 93 Group C page 1 03

Task2

Make new groups of three, with one member from Groups A, B, and C. Take turns explaining your group's activity.

Task3

In your original groups (A, B or C) try out the other activities. Spend 10- 15 minutes doing each activity.

Follow-up

Discuss these questions with the whole class.

• Wh1ch act.v.ty d,d you Ike best? Why?

• What were some interesting things you learned about other class members?

I l I f I

• Did you learn anything that surprised you?

• Did you meet anyone who has something in common with you?

12

Aims • Starting a

presentation • Presenting

information.

Openings I introductions

• Guiding a visitor: Makmg suggestions

• V1ewpoints. Stereotypes and

qeneralrsations • In business: An

onentation for

foreign students

UNIT 2

An important visitor .r-~1----~-

• • ••

•

Listen and practise Starting a presentation

1 Describe the photo. Where are they? What is happening?

2 Lisa Jackson from the head office is visiting. Listen and write T for true or F for false

3

next to each sentence.

a Her main point is {hat the company has a new vision.

b In her presentation. she is going to talk about four areas.

• Listen again and complete the opening. Then take turns reading it to a partner .

Lisa: Good morning everyone. Today I wam

about our vis1on and our values. My today is that we need to change, and that we need your help. I'm going areas this morning. First, I'll talk about our new vision and what it means for ou1 business.

, I'll talk about the changes we need to make. I'll talk about how we can work together to grow our business.

4 Practise the presentation again. Change the words in b lue using the information below.

Subject Message

. we need to cut costs ReduCing our costs b

2f\O'- h'

~ v7u t 1s year

Computer security we need to improve our data protection


Outline

sav1ng energy printing and copying costs travel and hotel costs

making a strong password changing your password installing new software

•

5 What do you think Lisa will say next? Tick (,I) your guesses. Then listen to see if you are correct.

a Let me starr by asking you a question.

b Are there any questions so far?

c Can everyone see this slide7

d Let me start by giving you some background.

Presenting information Openings I introductions

1 . Look at the table. It shows some phrases we use when we present information. Listen to these three speakers and complete the table.

Opening Good morning I afternoon I evening. My name is . .. I work (for +company nome) I (in + deportment name)

Subject My (a) is .. . Today I want to talk ro you about .. .

Message My message today is that ...

Outline

My (b) is that .

I'm going to cover (three) areas today. My presentation (c) First .. . I After that ... /Then .. . I Finally ...

(three) parts.

2 Listen and write down which part of an introduction you hear (opening, subject, message, outline). Check your answers with a partner.

a b

c

~r .. d

e

f

3 Here are some more phrases used in presentations. Work with a partner. Write the phrases under the correct heading.

There are two pans to my presentation . . . Today I'll describe ... This morning ''m going to talk about . . . lm Andrew Thomson. I work for ABT Industries. The main thing I want to say is this, ...

I'm going to talk about three things ...

Opening Subject Message Outline

! 1 •• drew fhon·son

An important visitor UNIT 2 13

14

4 On a separate sheet of paper, write your own introduction to a presentation. You can use one of these topics, or you can choose your own. For the topic you choose, select 3- 4 areas for your outline.

&wiN((~~ e¥Wi~U\.~ ChooSiN(( a, M~Mlt)

• Rre~livtva • --( !ffP€- of iolA.SiMSS

• Swivtva me.r~ • Salax~ OYVi lome.P-ts

• Usivtvo le-ss ~-te.r • --frQJVIJNO

• W()l~ivtva I C-~livtva • LouttiOV\..

• Red,t.tCANO k!CLSte- • Size-

B~N((Q,WX • Fhu

• h.el ec<JV\0~~

• Mal:.e- I ~d,et

• At.t-tor.vUie-I~

• Used., or V\.£kJ

5 Practise in groups. Give your introductions to each other. Try not to read - remember to look at the people you are talking to!


likes

a the Arndale Centre

Guiding a visitor Making suggestions

1 ' • Listen to the conversation. Erika is offering to show Heather around Manchester. Which suggestions does Heather like? Which suggestions doesn't she like? Check your answers

with a partner.

doesn't like likes doesn't like likes doesn't like

b Chinatown c Old Trafford

likes doesn't like likes doesn't like likes doesn't like likes doesn't like

d The Printworks

2

e the Manchester Museum f the University of Manchester library

g the Royal Exchange

Theatre

• •• Listen again and match the suggestions with Heather's responses. Then make and

respond to the suggestions with a partner.

Why don'r we go to the Arndale Centre?

We could go ro Chinatown.

How about visiting Old Trafford?

We could go to The Printworks.

Why don't we go to the Manchester Museum?

f-low about going ro . .. the Royal Exchange Theatre?

Sounds great'

We could do, but ...

Absolutely!

I'd love that.

That sounds great!

It's a nice idea, but ....

3 Work with a partner. One of you is a visitor to your area.

Student A: Offer to show your partner around. Make suggestions for places to go and things to do.

Student B: Indicate which suggestions you like or dislike.

Begin like this:

A: Is this your ftrst visit w B: Yes 1r is I'm hoping ;:o look around this weekend.

A: Would you !ike 111e ro show you aroHnd?

Change roles and repeat the exercise.

An impon:ant visitor UNIT 2 15

Stereotypes and genera I isations

1 Look at these adjectives. Which countries or cultures do you think they could describe?

hzgh-tech efficient formal

polite relaxed quiet

friendly traditional creative

2 Compare your answers with other classmates. Are your answers similar or different? What are the reasons for

your answers?

3 Listen to these people talking about stereotypes. As you listen, make notes in the table. Compare your

information with a partner.

a What image do you think people from other countries have of you?

b Do you think these images are correct?

c Do you thmk stereotypes are useful?

Hiroki, Japan

4 Discuss these questions with a small group:

Markus, Germany Tanisha, US

• What 1deas do you th•nk people from other countries have about your culture? Do you think the1r ideas are correct?

• Is your culture changing? Are there any differences between your parents' or grandparents' culture and your own?

• How would you describe your culture to a visitor from another country?

Scenario

An orientation for foreign students

A group of international students is coming·to stay in your country for one month. Your task is to plan a two-day orientation for the students.

• On the first morning, you should give them information about your country I culture that will help them during the~r stay {e.g. food. reople. history).

Jerome Anna Fabio

Task 1

• For the first afternoon and for the second day, you should plan activities or trips to introduce them to your country I culture.

Halima Nicole Pe(er

Divide into two groups, A and B. Read the information about the students in the In business task flies.

Group A page 85 Group B page94

Task2

Stay in Groups A and Band divide into small groups. Talk about some ideas for the orientation: what informat ion will you give the students? What w ill you do? Where will you take them?

Task3

Make new small groups with members from Groups A and B. Share your ideas and information with other group members. Then make a plan for the orientation.

Day One Day Two

Follow-up

Present your plan to other groups. Which plans do you like?

18

Aims

• Runnmg meetmgs • MeE't ngs and

diSCUSSIOn~:

:><''lmq d rn"eting • eetings e~nd

l!SC"t.ssions Stat ng a topic

• Meetmgs and discussions· Givmg and explaming reasons

• Meetmgs and d.scuss10ns: Closing

meetmg • <>wpomts·

•c1S1on makmg • ll'l busmess.

R .. a coratmg th<' offic

UNIT 3

•

Listen and practise Running meetings

1 Describe the photo. What are the people doing? Who is in charge? How do you know?

2 Herve Durand, a Sales and Marketing Manager, is holding a meeting. Listen and circle the correct answer.

a The meeting started (early I on time /late).

b They are talking about a decision they (made before I are going to make).

3 Listen again and complete the sentences. Then practise with a partner. Take turns reading the opening.

Herve: Does everyone have a of the agenda? If not, I have some extra copies here. Now, as you know, we need w today wh1< h c nff r1 lCl:'' to atr "n J tl11' .;ear. I wish we could go w c'le'll all, but we don't have the ! As you can see here. we'll look at three : IO<.d'lul siLe and .vs· . 1 have my own ideas, of course, but I want to everyone else here too.

4 Now practise the meeting opening again. Change the words in b lue using the topics and tasks below.

on a brochure design send it to a design firm

which Administrative Assistant hire both of them to hire

what to order for the company order from that Italian place dinner again

and choose this summer's accept everyone's training classes suggestions


size. paper, and colour

education, experience, and expected salary

price, selection, and delivery options

content, cost. and schedule

5 What do you think Mr Durand wil l do next? Tick (.I) your guesses. Then listen to see if you are correct.

a He will give his opinion.

b He will ask someone else for an opinion.

c He will Introduce a new topic.

d He will summarise what they discussed at the last meeting.

Meetings and discussions Opening a meeting

1 Listen to these people opening meetings. Write down the number of the speaker next to the phrase. Practise saying the phrases wi th a partner.

a Let's get started.

b Can we begin?

c Is everybody here?

d Let's begin the meeting.

Stating a topic

1 Look at the table. Then work w ith a partner. Take turns asking and restating the questions as topics.

Information questions

What day should the

company picnic be?

How much money will it cost?

•'

How many staff members do we neea?

Yes I No questions

Can we hire

an ass1stant?

Do we have enough [ime?

We need to

We have to

Let's

decide

think about

talk about

consider

discuss

what day the company picnic should be.

how much money it w ill cost.

how many staff members we need.

whether we can hire an assistant.

w hether we have enough time.

What's on the agenda? UNIT 3 19

20 UNIT 3

2 Work with a partner. Write the missing questions.

? .

?

We haue rc talk about whether

we can start m 8:00

Let 's consider whicli p rmter

we can btt v. '

3 Work with a partner. Student A, ask one of the questions. Student B, restate the question as a topic.

1 l

I Ot n: i . ' ll" ~ t1 l O:.fy~ ' Jh n 1 <;((' <...j(

w C:hou d u, '<S<' 1

Ca 1< 1t( r

tJ I l

4 Look at the table. Work with a partner. Take turns making sentences using the language.

examine three main poi nts.

Let's focus on four factors.

We'll look at tw o issues.

consider both sides.

5 Choose three issues from exercise 3. Write sentences like the example below. Compare your

sentences with a partner.

r • LIO

a

b

c


Meetings and discussions Giving and explaining reasons

1 Listen to these speakers and circle the language used.

a (I think I In my opinion,) we should have a 4-page brochure. (Firsr of all I For one thing), it's cheaper

to produce than an 8-page brochure.

b (As I see it I If you ask me), we should employ Sylvia Montoya (because I since) she's the most

experienced.

c (f agree with Dione 1hor I My poim of view is that) we should have the dinner here because it's

more convenient (Another reason is that I Also,) people won't have to drive or take the bus

anywhere after work.

d (We chmk I According ro rhe group members,) computer training would be the most useful. (The main reason is that I One issue is that) many people are still having trouble using the new

database.

2 Work w ith a partner. Which expressions in exercise 1 are used to give an opinion? Which

expressions are used to explain a reason? Take turns reading the sentences in exercise 1 aloud

using each of the expressions.

3 Match the opinions on the left with the supporting reasons on the right. Then take turns

reading the opinions and reasons to a partner. Use the language from exercise 1.

a we should invite the whole -department

b we should rake a short

holiday this year

c we should try a cleaning service for three months

d we should rent a full-size car

e we shouldn't buy a new

video camera

f we need to hire a language trainer

1 it's more important to buy a new computer

2 if they don't do a good job, we can

cancel the service later

3 everyone in the department wil l want to come

4 people are not studying on their own after work

5 we can't afford to stay onger

6 a sports car will be too small

Closing a meeting

1 Listen to these people close meetings. Did the groups make a final decision?

2

Circle the correct answer.

a made a decision I will decide later

b made a decision I will decide later

c made a decision I wil l decide later

d made a decision I wil l decide later

listen again. Write the phrases the speakers use to close the meeting.

a )K, c

b d

3 Work in small groups. Use these topics to practise opening a meeting, stating a topic, giving and

explaining reasons, and closing a meeting.

• What is the best place to visit for a holiday?

• What is the best season for sports?

• What is the best pet to keep?

What's on the agenda? UNIT 3 21

Decision making 1 Read what these people from around the world say about making decisions. Wh ich types of decision-making have

you experienced?

Anna Korhonen, Finland

I belong to my university's film club. Every year, we have to choose what films to show. Everyone has 1deas and we discuss them. We try to get everyone to agree about the films. I think it's best when you can reach a consensus. When we take the time to listen, people are good about compromising.

2 Discuss this question with a small group:

Paul Coppin, Austra ia

I am the manager of an advertising agency. When my team needs ro choose a new design for a product, they all discuss the different choices and give their opinions. They sometimes argue quite a lot! Then they decide by voting. I th nk that 's fair. Each person has an equal vote.

Juan Torres, Spa1n

Our manager decided to paint our office and buy new office furniture. She asked us al for our ideas, but then she made the dec1sion herself. Why ask us if she wasn't going to I sten to us? She should have just made the decision by herself in the fi rst place. She's the manager, so 1t's her job to make decisions.

What are the advantages and disadvantages of these decision-making styles: consensus, voting, having one person decide?

3 What do you think would be the best way to make these decisions? Write C for consensus, V for vote, and 0 for one person decides, or suggest another way. Then compare your answers with a small group. Explain your choices.

a You and three friends are decid ng what DVD ro rent.

b Your my Is electing a mayor.

c You and two roommates are dec1ding how to pay the bills for your apartment

d You and your friends are deciding how to celebrate your birthday

e Your English class IS choos,ng a day for a class party.

f It's snow1ng heavily Your school needs ro decide whether to cancel classes.

g A hospital1nterv1ewed several new doctors. and needs to choose one.

Redecorating the office Scenario

Your office needs redecorating. You have been asked to join a meeting on how to change the office to make it a better place to work.

Carpet

Task 1

Swivel chair

Great Value

Curtams

r .r

I

Lightbulbs

Divide into five groups, A, B, C, D. and E. Read the information for your group in the In business task files.

Group A page 86 Group B page 95 Group C page 96 Group D page 1 04 GroupE

Task2

page 109

Make new groups of five, with one member f rom Groups A, B, C, D, and E. Student A wil l begin the meeting. Other group members will g ive their opinions. Discuss the issue for 10- 15 minutes, trying to reach a consensus. If you cannot

all agree, take a vote instead.

Follow-up


• What was your ongt.,al optnton? \'.hy?

• Oid your opinton change during rhe discussion? Wily? What reasons changed your rrtnd?

• Was your group able ro reach a consensus? Why /Why not?

I S

• •

•

•

•

24 UNIT 4

•

ea!

-Listen and practise Discussing ideas

1 Describe the photo. What are the people doing?

2 Helena and other employees are discussing how to improve their company's

3

recruiting process. Listen and circle the correct answer.

a Are they discussing ideas from an earlier meeting?

b Does everyone agree on one idea?

c Does Helena ask Ken for his opinion7

Yes, they are.

Yes, they do.

Yes, she does.

No, they aren't.

No, they don't.

No. she doesn't.

Listen again and complete the conversation. Then take turns reading it in groups.

Sacha: Helena. what

Helena: Well. What do the rest of you think?

that will work, and it's difficult to do.

Ken: Mm, let's this later. Any orher ideas?

Joe: Well, off the top of my head. why don't we •'- '-'' u · , •I >It<·?

Sacha: I like that idea. Then. asl< J'eorle to om l il u<.

Joe: Yes, that's a great ideal

Helena: I think so, too. , Ken7

Ken: I agree. Excellent!

4 Now practise the conversation again. Change the words in blue using the information below.

opening a new office use the cafeteria space buy some new tables

hiring more staff improve our rraining programmes reduce our costs

asking people for money organise a charity run lose some weight

reducing salaries move more people to sales visit more customers


5 What do you th ink Ken will say next? Tick (.I) your guesses. Then listen to see if you

are correct.

a Let's take a vote.

b Let's move on to the next topic.

c

d

Shall we have a break now?

Does everyone agree?

Meetings and discussions Agreeing and disagreeing

1 Jim is listening to staff suggestions for reducing costs. How much does he like their

ideas? Listen to the conversation and write down his responses.

a Move our office b Cut salaries by 15%

Jim:"

c Reduce travel expenses

Jim:" Jim: "1 t's lJ s t I I l I . ' ' • "

d Turn off heating I air conditroning

Jim:'' ., w e Reduce overtime work

Jim: "

2 Listen again. How much does he like their ideas? Mark each response 5 (strong) or W

{weak) . Pay attention to the intonation of his response. Compare your answers with a partner.

3 Work w ith a partner. Complete the table by adding agreeing and disagreeing language from

exercise 1.

Positive

Strong I agree. Excellent !

I like that idea.

Weak We could do that, I suppose.

Negative

No. that's a bad idea.

I don't think that's a good idea.

I'm not sure that will work.

That's a great idea' UNIT 4 25

26

... to focus the

discuss ion?

.. . to take a break?

.. to end a meeting?

UNIT 4

4 Listen to these people responding to suggestions. Mark their responses as strong or

weak. Pay attention to the intonation.

a strong

b strong

w eak

weak

c st rong

d strong

weak

w eak

5 Practise w ith a partner. Make and respond to the suggestions in exercise 1 on page 25 (you can

change the response). Pay attention to your intonation .

6 Work in groups of three. Make some suggestions for these questions. Use the language in

exercise 3 on page 25 to respond to the suggestions. Begin like this:

A: \~here sl.otHd .A-€ ear din•1er?

B: V 'ell. Lut co~dd

a Where should we eat dinner? d How can we improve our Eng lish?

b Which fi lm should we go and see7

c What sho uld w e do this weekend?

e What kind of music should we listen to?

Meetings and discussions Moving through a meeting

1 Omar is learning English for meetings. Work with a partner. Write the number of the language in the correct box.

What can I say ~ • • • • •

... w sran a ... to change ... ro ask for meeting? opinions? the topic?

5

9 ... h \\ ~1~m - 1 I 5 !'We have nr q;t} ~f:s.· ~iia~

take a short break?

2 ~; · -~1 everyone agree?

4

3 "We 'l7tfl] eli't' heard from (Peter) yet

->.:::=t'!t~ r

focus on ...

W1fi1t 4ifYou discuss ... think (Amy):>

6

To sum up, (we agreed .. .)

8

Let's move on to ...

~ i'!'i.1Je"'c OJ.:lle;

back w this later?

rno ~ We need &

decide ...

11 mn -Let's get

started.

--· 12

. -ril W£''rt?·snorr

of time.


14

everything. Thank you.

11111111

1S"' ~~ ~e clTe:':L

running out of time here.

~ - 11';ro~ -summcd1se

(today's meeting).

.. if the discussion is

roo slow or takes too much time?

... if someone hasn't

spoken?

.. . to ask if people agree?

2 Write the phrases from exercise 1 into the game board below. Write one phrase in each box, in any order. Then listen to the meeting. If you hear one of the phrases, tick (.I) the box. If you complete a row or column, say 'Bingo!' You win!

Business meeting bingo Is there anything else?

I think we should talk about ...

CLC!ss pC!Y'ttj

a Lowhov...

b TtvtA..e

c Cost per persov...

d Food§ dr~VI.R

That's a difficult question.

Thank you for your time today.

FREE square!

Does anyone have any ideas?

As you know, ...

It's difficult to explain, but ...

Can I say something?

3 Work in small groups. Use these topics to practise language for meetings. Take turns being the leader of the meeting.

a WV1ere ;:o oo? --

b How to ge- d1ere?

c w0eV\, to gil?

d How ~uc!-1 wLll Lt cost?

cxtrCl c~LL.st-1 stuo{tl

a Focus: LLsteV~.l.~?

wr~hWj? otner?' cost of tex.tbooR. I ~ctterLals

c Tt~ (per weeR)

d Tfjpe of VJO~WorR_

That's a great idea' UNIT 4 27

Meeting styles 1 Discuss these questions in a small group.

• n you ~..ul;.;re, IS 1t ~asy to disagree with someone who is older than you or 1n a higher posir1on?

• n your culture. is 11 important robe punctual (on time) for an appo~ntment or a meenng'

• Do you enJOY meet1ngs or class diSCUSSIOns? Do you usually speak a lot?

2 You will hear two people talking about meetings. Jun-ha Kim works for a Korean company. Stefan Wei I works for a Swiss company. Before you listen, try to match the phrases to the speaker. Then listen to see if you are correct.

Jun-ha Kim Stefan Weil

a After we make the deCISion, we sometimes find a lot of problems.

b PLinctuali ty is really important.

c race-to-face communication is important.

d I guess 1t's a kind of ceremony.

e ~ometunes people are late.

f Its Important that everyone gives ti-Jeir ideas freely.

g It takes us a long time to make a decision, but a'ter the decision is made we can move very quickly.

h I have to th1nk carefully about what I want to say.

3 Discuss these questions in a group.

, )

Jun-ha Stefan

• Is •t better tv ma"e a dt::'LoS1vn quickly and '.-vork our the details later, or is better to take a long nme making a decision and then act quickly'

• Some companies say that meenngs should not be longer than 30 mmutes. Is th1s a good idea? What are the advantages and disadvantages of th.s?

• n most cultures, 1t is 1mporram ro spend time in meetings on 'small talk' beforE' discussing business. In your culture, what kmd of toptcs would be su1table for this kind of small talk'

A French hypermarket Scenario

A French supermarket chain is planning to expand into Asia. They will start with large 'hypermarkets' in two cities, and if these are successful they will expand to other cities later. You are part of a team that has been asked to help plan the new hypermarket.

• he grot..nd floor of the hypermarket wh be a food floor this will be managed and Sllpplied by the French chain.

• r-.Jext to the hypermarket and on the first floor will be shops and restaurants.

• The second floor will be a multiplex cinema.

Task 1

Divide into two groups, Planning Team A and Planning Team B. Read the background information for your team

in the In business task fi les.

Plann1ng team A page 86 Planning team B page 95

Task2

In small groups, hold a meeting to brainstorm some ideas {one of you should be the leader of the meeting).

Write your ideas on a separate sheet of paper.

Task3

Change your group members {stay with people from your planning team). Hold a meeting to exchange information on your ideas and then hold another meeting to decide the best ideas. You should choose two leaders, one for each

meeting.

Task4

Make new groups w ith members from Team A and Team Bin the same group. Hold a meeting to explain and share

informat ion on your ideas.

Follow-up

Each group from Task 4 should present their ideas to the class. Decide by consensus or voting which are the best plans.

I I 1 ;.__,R[.f-,7" VAllJt

30

Review: Units 1 4 1 What's the question?

Look at these answers. Write down the questions.

Then ask and answer the questions with a partner.

Q:

Q:

Q:

Q:

2 Who are they?

? A: John Hansen.

? A: Hawaii.

? A: I'm a Sales Assistant

? A: I like surfing and playing guitar. .

.... Listen to the conversation and complete the information.

3 What's wrong?

Lizzy

U.S.

Research Assistant

Scuba-diving

There are some mistakes in Emil's self-introduction. Circle

and correct the errors. Check your answers with a partner.

fr'om Hi evefyone, I'm Emil / I gfa duo.Jed §UCLA

last yeM. I'm Hungo.ry origino.lly, but I live

in California v hen I v a s o. student I li¥-e

sv1mmmg a nd ph y music.. I'm excited v on\ing

here and getting to ¥.nov everyone.

5 Odd one out

Swain Bath, England

4 Mixed-up

Put the sentences into the correct order to make a conversation among three people. Then practise reading

the conversation in groups of three.

Well, I was born in Italy, but I moved to the US when I was young.

Oh. OK. Phil, this is Sofia - she's studying Japanese with me. Sofia, this is Phil.

Hi, Phil. Do you know Sofia?

Nice to meet you, too. I'm from England originally. How

about you?

Nice to meet you, Phil. Where are you from?

No, we haven't met.

Circle the number of the phrase that is the odd one out Explain why to a partner.

a b c 1 This morning I'm going to talk 1 OK, let's get started. 1 There are two parts to my

about . . . 2 That's all. Thank you for listening. presentation.

2 Today I want to talk to you about ... 3 I'm Trudi from R&D. 2 I think that's everything.

3 In conclusion, I've talked about . .. 3 Finally I'll talk about ...

UNITS 1 - 4 Get Ready for Internat ional Business

6 In my next slide ...

Listen to the introduction and complete the outline below. Then practise g iving the introduction.

Tttle: Proces.s. LV>Aprovew.eV\..tS _

Messe~ge: __ costs. b~

2 R.eCOVIA.I!V.lV\..lilcttLoV\..S. (1V1A.pvoveVIA.eV\..ts.)

3 expected.

7 Would you like me to show you around?

Mr Wright is visiting from the US and has one f ree day

before he leaves to go to the airport. Before he leaves, he would like to shop for gifts and also do some sightseeing. Give him some suggestions. Make a conversation with a partner.

r-~)

We cou(d ...

Why don't we ...

8 We need to talk ...

How about ...

Can you restate these questions as topics? Check your answers with a partner.

Do we have enough money?

Let's ...

How much time will it take?

We .. .

When will the project start?

We .. .

How many people do we need?

We ...

9 Connect two

Connect the phrases that have a similar meaning.

a We have tO

decide ...

b Let me summarise today's meeting.

c I'm not sure that will work.

d Can we move on to ...

e That's a good idea.

10 What's the word?

1 I like rhat idea.

2 Let's come back to thrs later.

3 We need to discuss ...

4 OK. To sum up, ...

5 I don't think

that's a good idea.

Here is some of the vocabulary f rom Units 1- 4. Check that you understand the meanings. Choose five words and

write sentences on a separate sheet of paper. Compare your sentences w ith a partner.

afford marketing

agenda major

background off the top of my head

brochure online

cancel originally

ceremony outgoing

charity polite

consensus promote

convenient punctual

disadvantage race

employee recruiting

energy recycling

examine rent

face-to-face run out of rime

factory stereotype

focus on suitable

formal sum manse

hard-working traditional

have a break useful

high-tech vote

informal website

management work environment

Review UNITS 1 - 4 31

• •

• k

•

•

32 UNIT 5

ack

I I

Listen and practise Leaving messages

1 Describe the photos. What is happening?

2 Linda in Munich is telephoning Melike Kayhan in Istanbul. Listen to the call. Listen and write T for true or F for false next to each sentence.

a Me like answers the phone.

b Linda will call Mel ike back.

3 Listen again and complete the conversation. Then take turns reading it w ith a partner.

Mel ike: Hi, this is Mel ike Kayhan in the Istanbul office . . I'm not at my desk 1 i~1ht now. Please leave your narne

and a message, and I'll call you back

Linda: Oh, hi, Melike. This is inda rrom the lv'unich of11u.:. How are you? t IN v 1u k110W 'II be in ls;.-,nbul wxr rtlOII l1.

back?

4 Now practise the conversation again. Change the words in b lue using the information below.

out of the office today John from IBT to confirm our meeting tomorrow

on holiday this week Rachel in Taipei about the sales figures you requested

not here at the moment Rajiv from Hong Kong about the email you sent this morning

in a meeting right now Sue to ask if you're free for lunch today


II PleaH all ~ .. d.

Will lAlii y~ buk

Ot

5 • What do you think Linda will say next? Tick (.I) your guesses. Then listen to see if you

are correct.

a

b

I'll be in the office until five o'clock.

I want you to call me.

Telephoning Using voicemail

c

d

My number is ...

Thank you for calling.

1 • Listen to Me like's messages. What does she need to do? Tick(,/) the correct box and

add notes, if needed.

PfeMe Ull biC-k

Wilt call yoa bntk

Othe-r

Notes.

hotel res Ja.m.ir-

a _ PleOH atlf·hck

WIU all YMl ._,ck Otfuer

Notes: Jpn/k.o~ Sis Data.

J a.c..k:.

Ma.Jv,nut

pie~ cull buk

will a ll y()u b de

o• 1e

II P~au ull·bacj(

Will call ¥OU back

Ottter

a pfQase .all bach

WU1 ~-u 'fOU bi~Lk 0.

H&tes: Re. t.... c~\1

J"~Mie. ~e.\K.irK

.:=; V\. ~ ~-tMkn~t 1'\.Xt ~ovt_ C.oV\.S(I..e-\Ct- V1 Honvw Notes: R.~: Mu.nich offlc~

Co...roli~

- -

2 Look at these phrases for returning a call.

You will call him I her

Can I call you back7 I'll cal l you back.

He I she will call you

Can you call me back? Please cal l me back.

• Who will call back? Listen to the conversations and tick the box for "caller" or "receiver:•

a caller b cal ler c caller 1__1 d caller

receiver receiver receiver u receiver

3 Listen to these voicemails and leave a message after the beep. Use your own name and the information below. R means that the receiver wil l call back; C means that the caller (you) will call back. Begin like this:

H1 . ·his is

a R about the sales meeting I

cal l back before lunch

b C to check your schedule I

cal l back tomorrow

c R about my trip to Hong Kong I

call back I 0965-443-2278

d C to confirm my flight reservation I

call back tomorrow

I'll call you back UNIT 5

l

33

34 UNIT 5

4 Work with a partner. Make your own voicemail conversation . First write your recording and message on a separate sheet of paper. Then practise answering I leaving a message. Change partners and repeat the exercise.

Recording: This is . . . . .. after the beep.

Message: Hi, this is ...

Telephoning Taking I leaving a message

1 Match the phrases by connecting expressions with a similar meaning. Check your answers w ith a partner.

a Can you call me back? D Could you ask (her) to cal l me back, please?

b Can I speak to ... please? EJ Would you like to leave a message?

c Can I take a message? IJ I'll leave a message for (him).

d Let me repeat that. That's ... , right7 IJ Please call me back.

e Please ask (her) to call me back. IJ Can I have your name?

f I'll give (him) your message. I!J is .. . there, please?

g I'm sorry, can you tell me your name? IJ Can I leave a message?

h Can you give (her) a message? 1£1 Let me confirm .... Is that right?

2 I! •: 1. 1 Listen to the conversation. Tick (,/) the language in exercise 1 that you hear.


I'll give her your message.

Call M IKe a.s.a.f?

3 Look at these phrases about calling back.

You will call him I her

Can you tel l her I'll call her back? Please tell her I'll call her back.

He I she will call you

Can you ask him to call me back? Please ask him to call me back.

Work in pairs. Practise using the phrases:

A: Can I take a message?

B: Yes, please. This is

A: I'll give him I her your message. Thank you for calling.

B: Thank you. Goodbye.

4 Practise w ith a partner. Follow this conversation map. Use your names.

Caller:

'Ring, ring:

Ask to speak to Nancy Lee.

Ask for Ms Lee m call you back this afternoon.

Give your name.

Repeat your name. Give your number.

Repeat your number.

Agree.

Thank the receiver.

End the call.

Receptionist:

Give your name. Offer to help.

Explain that Ms Lee is (out of the office) Offer to take a message.

Ask for caller's name.

Ask caller to repeat his I her name.

Ask caller to repeat his I her number.

Confirm the information I message.

Tell the cal ler you will give the message to Ms Lee.

End the call.

5 Work with a different partner. Practise making and receiving calls using the language in exercise 1 on page 34.

I'll ca II you back UNIT 5 35

Automated voicemail 1 Answer these questions in a group.

2

3

• Is talk1ng on the telephone more difficult than talking face-to-face? Why /Why not?

• Do you feel comfortable talking to a machine? Have you ever used a vo1cemail system where you listen and push a button or say a number?

' Automated voicemail systems are very popular in large businesses. Listen as Andrew tries to change his flight reservation. As you listen, mark his route on the voicemail 'map' below.

Main menu

I I I l Arrival I Departure times Arrival I Departure times Reservations Reservations

(Domestic) (I nternationa I) (Change) (Make)

I I I l

Arrivals Departures Today Other Domestic International T

EU I Asia S. America EU I Asia S. America

I I I I I l

Today Other Today Other Today Other

.

Operator Recorded Message Operator Operator

Discuss these questions in a group:

• Are automated voicemail systems common in your country?

• What do you like about them? What don't you like about them?

• What are the advantages for a company of using a voicemail system?

• What are the disadvantages?

4 Look at these different methods that companies use to communicate globally. Work with a partner. Discuss the questions below.

Telephone I teleconference Web-conference Email Face-to-face meeting Instant messaging Voicemail

• Which is more effective?

• Which is cheaper?

• Which is easier to use?Which would you prefer to use?

Now compare your answers with another pair. Do you agree?

Teleconference guidelines Scenario

Your company has offices in Europe, Asia, and the US. You have been asked to prepare a list of guidelines to improve communication in teleconferences.

Task 1

The company has collected comments from the head office (the US) and from overseas staff (Europe, Asia). Divide into three groups, A, B, and C. Each g roup should read the In business task fi le for one area.

Group A (Head Office) page 96 Group B (Asia) page 104 Group C (Europe) page 109

Task2

In your groups, summarise the main points from your In business fi le. Then make a list of suggestions to help improve

communication for your area.

Task3

Make new groups to include members from Groups A, B. and C. Share your suggestions and make a list of general guidelines for use in teleconferences. Add any other points you think might be helpful. Use the space below for your

notes.

INTERNAL USE ONLY E products

Improving Communications - Teleconferencing

HR/WWX/1720 1 4 Company Confidential

Follow-up

Present your p lan to other groups. Choose the five best suggestions.

38

Aims

• Checking in

• Asking for information

• Giving directions

• Non-verbal communication: Understanding

gestures • Viewpoints:

Non-verbal

communtcation

• In business: Explaining body language

UNIT 6

Listen and practise Checking in

1 Describe the photos. What is happening? What do you think the people are saying?

2

3

' . • 1.3 Listen and tick (.I") the picture that matches the conversation you hear.

• Listen again and complete the conversation. Then take turns reading it with a partner .

Receptionist:

John:

Receptionist:

John:

Receptionist:

John:

Receptionist:

John:

Receptionist:

John:

Do you have a

Yes, I do. My name is Vaughan. V-A-U-G-H-A-N. John Vaughan.

Vaughan ... I'm sorry, I don't seem to have anything here that name.

Are yoLI sure? I have my in my bag ... somewhere ...

Did make the reservation?

Oh, maybe that's it. Try my name, Microan M-1-C-R-0-A-R-T, or

maybe my assistant, Rivers, Chelsea Rivers?

Oh. yes. here you are. A non smoking. single room for

Yes, that's right. Good!

OK. Could I see your , please?Thank you. Here you go. You're in room 312. The lifts are over there. Is there

I can help you with?

Yes, actually. recommend a good restaurant?

4 Practise the conversation again. Change the words in blue using the information below.

Evan Clark Cali Pro

Amanda Newell Ryan Associates

Kazuko lshizuka Wellstone

Oinesh Chowdhuri Traveller's Guide

Get Ready for Internat ional Business

deluxe suite with two beds

twin room ~

single room with breakfast

dormitory room

tell me where the business cenrre is

recommend any sightseeing tours

show me where the gym is

tell me where the underground station is

5 What questions will the receptionist and John ask? Tick (.I) your guesses. Then listen

to see if you are correct.

How much money do you wanr to spend' ----+-

Can you drive me there? ----

Where do you usually eat?

What kind of food do you like? --

Is it within walking distance?

Are you going to go by yourself?

Asking for information

Receptionist John

1 An indirect question can be more polite than a direct question. Look at the examples and complete the questions below. Listen and check your answers. Pay attention to intonation.

Then read the questions aloud.

Direct

a Where is the bank?

b What time is ·r?

c Who is that man?

d What building is this?

e How much are tickets?

f Where is the nearest bus stop?

Indirect

Do you know where the bank is?

Can I Could you tell me what time it is?

Could

Do

Do

Can

2 Work with a partner. Write a conversation for the cartoon below. Use at least three indirect questions. Then practise your conversation and act it out for another pair.

L

Can I geL there on foot? UNIT 6 39

40

Giving directions

1 Write the correct directions under each picture. Then circle 'location' or'direction' for each one.

EJ location I direction

- - .. -- ---... . - ---

---- --

--

IJ location I direction

--

-- -----

a on the corner of Pike Street and 4th Avenue b between Pike Street and Union Street c around the corner from d go past the park e go straight for two blocks f next to the hotel g across the stteer from h turn right at the light

rurn right on 4th Avenue J turn left at the corner

II location I direction

-· - -· -- -- - ~-------

-- -------- ~ ..... :::>-

--------' ):,. '-------

-- . . . . . ' Pike Street m r------------

- --,_

-

.. . . . -. --

::3 c m


I I

Hotel - I I --X

II location I direction IJ location I direction

- ----

-- . ----- ~ ---

-- --X


D ([Ocati0'0 direction

across rhe street from '

II location I direction

Pike Street

Union Street


X

1m location I direction

a

--

d

2 Sandra is standing at the corner of 1" Avenue and University St reet. Listen to her ask

for directions to four p laces. Mark each p lace on the map. Write 1 by the first p lace she asks about, 2 by the second, etc.

Q Macy's

\ \\ "

lA <

rp -' '1

1= \">'~ \

.0 . . ,_

Seattle Aquarium

'+ I ~., / . / U Pike ·Piace \

· ~arket

' ~\

Waterfront Park

,\ \

\ )

' 3 You are in Seattle at Macy's. Ask for directions to the places in exercise 2 or other locations on

t he map. Use the language below.

A: Exws~ me, ... ou.~ yo~ :eli ,,,e 1 vcll roger w ?

B: S.1re Go

Non-verbal communication Understanding gestures

1 Listen to the sentences and match them to the gestures.

0:. '\~

\

Number them as you hear them. Then listen again and write the sentences below the gestures.

b

e

1 ')i '{'r ., CcXl. 'LlXl. c

f

UNIT 6 •

Can I get there on foot? 41

Non-verbal communication 1 Read what these people say about non-verbal communication. Which behaviours are common in your country?

Which do you use?

Wei Zheng, China

Respect is Important in China, and we show this through body language. It's polite to bow to someone who is older or more important than you. A student will bow to a professor, for example. These days, businessmen shake hands when they meet. We don't stand too close to each other during conversations, but in ci ties, strangers might bump into each other accidentally or even push a bit in queues - that's not considered rude, and someone won't apologise when that happens. That surprises some Western visitors. Sometimes they're also surprised to see young women holding hands in public - that just means they're friends. Men ar"ld women do not hold hands or touch each other in public, though.

Luc Fournier, t:rance

People think talians use a lot

of body language and gestures, but I think French people are very expressive too. We stand close together when we're talking- not as close as the Italians, but closer than the English or Americans, for example. We kiss when we meet friends and family, and we shake hands with business acquaintances- not just the first time we meet. but every time we see one another. It's a quicker handshake than the American one, and not too strong. One of our famous gestures is to shrug the shoulders. Sometimes we strck out the lower lip at the same time. It means several things -/don't know, 1c's not my fault, lr can't be helped. It's a very useful gesture!

2 Take a culture quiz! Work with a partner. Circle the country where this non-verbal behaviour is common. Check your answers with your teacher.

a friends greet each other with a kiss on each cheek.

b Men hold hands while walking down the street.

c It's cons1dered rude to touch someone's head.

d Americans stand closer together than people from

e Raising your eyebrows means 'no:

Vietnam

Egypt

the US

Saudi Arabia

Turkey

France Australia

Germany Canada

Thailand Italy

Norway Kenya

New Zealand Mexico

3 Work with a small group. Are any of the behaviours in exercise 2 common in your country? Are there any that would make you feel uncomfortable?

4 What gestures in your country have these meanings? Do you know how British people show these things?

a good

b bad

c Come here.

d Goaway.

e money

f I don't know.

g I'm angry.

h ''m happy.

Good job!

Explaining body language Scenario

You are conducting a training session on gestures and body language at a conference on intercultural communication.

Task 1

Divide into three groups, A, B, and C. Each group should research one country by reading the appropriate In business

task fi I e.

Group A page 87 Group B page 97 Group C page 105

Task2

Work with your group to understand and remember the information. Plan a m ini-presentation about the country. Use the language for presentations on page 123. Remember to say what country you studied and explain where it is.

Task3

Make new groups to include members from Groups A, B. and C. Take turns giving your presentations.

Follow-up


• Did you learn any Information that surprised you?

• Which gestures and body language customs were the same in two or more of the countries? Which had different

meanings?

• Wh1ch gestures ...

. . . are the same as ones from your country?

... have a d ifferent meaning in your country?

• What advice would you give someone from other countries about body language and gestures in your country?

/

Aims

• Understanding emails

• Writing emails • Email expressions • Email vocabulary • Viewpoints: Ema1l • In business:

Planning a meeting

44 UNIT 7

Best wisheS, Thomas Kale

From: Thomas Kale

To: Alfredo Giarchi

Subject: Barcelona tr ip

cc: Jean-Paul Stefanel li

Atlachments: 2 attachments, 6. 9MB

Dear Al fredo,

It's good to be back in t he _____ . My fl ight back was 01<, and my j et lag's

not too bad .

I had a very productive t r ip to Barcelona. I met with the design team and a

committee f rom Sales and Marketing.

meetings.

please find reports f r om both

t .J

By t he way, M ark W r ight asked some quest ions about t he Istanbul conference that I

cou ldn't answer.

I ' II his email to you and

I ' II see you at the update

everybody t hen.

Best wishes,

Thomas

Jean-Paul in.

tomorrow at 11 :00, and w ill talk to

Read and practise Understanding emails

1 Scan (quickly check) the email to answer these questions.

a Who wrote the email?

b Who received the emai17

c Was anything attached to the email?

d Is it formal or informal?

2 Complete the email with words from the box. One word is not used. Then take turns reading the email aloud w ith a partner.

attached copy forward meeting office reply

3 Practise reading the email again. Change the words in blue using the information below.

cancelled terrib le successful new Office Manager autumn conference

quick OK useful Director new price list

4 Thomas also sent an email about his trip to a friend. What information do you think he included that is similar to the information in his email to Alfredo Giarchi? What do you think he included that is different? Discuss your guesses with a partner.

Ger Ready for International Business

5 Read Thomas's email to his f riend. Then discuss the questions below with a partner or group.

( From: Thomas l<ale

To: Emily Wright

Subject: I'm home

Attachments: 1 attachment, l.SM B

Hi Em,

Well, I ' m back at work. Real ly tired- my fl ight was delayed about five hours, and I 've got

pretty bad jet lag . It's so hard to stay awake today!

Barcelona was g1·eat. Had tons of meetings, but t hey were productive, and I li ked the

people. I had some t ime for sightseeing, but not enough. I 'd love to go back on hol iday.

Weather wasn't so good - it rained almost every day.

The attached is a picture of me and someone from the Barcelona office in f ront of the

Sagrada Familia church (in the sunshine, of course !> . You can find al l kinds of stuff there. I

got a few T-shirts and some real ly cool shoes. M uch cheaper than here! · ·

BTW, how was your birthday party? Sorry I couldn't be there. • · Next t ime !

Thomas

a Thomas wid his boss that his fl ight was fine, and told his friend that his flight was delayed. Why?

b Why didn't Thomas tell his friend more about his meetings? Why didn't he tell his friend the name of the other person in the photo?

6 Here are some features of casua l email. Find one example of each one in Thomas's email. Circle it and mark with the correct letter.

a an informal greeting

b incomplete sentences (often missing a sub jeer)

c a dash - to show an explanation

d parentheses ( ) to show extra information

Writing emails

e an exclamation point ! to show surprising information or strong feelings

f an emoticon (small p icture used to convey feelings)

g an abbreviation

h noclosing

1 Jasmine King is sending an email to the New York office. Do you see any problems w ith the email? Discuss your ideas with a partner.

From: Jasmine l<ing

To: Lisa Ruben

Subject: I 'm home

Attachments: 2 attachments, 1.2MB

Dear Marketing Department

Here is a copy of the sales report from the Istanbul conference. I'm sending this year's

repor t and also a memo about our p lans fo1' next year's confrence as attachments .

Bye,

** * ** * *** ** *************

Jasmine l<ing

Marketing Assistant

Best wishes, Thomas Kale UNIT 7 45

46 UNIT 7

2 f· . Jasmine is asking Emily for some advice about the email. Listen and write the

problems that Emily mentions.

a There's no

b She should use ___ _

c She needs a

d She should

e There's a _____ _

f The closing is ___ _

g She didn't

3 ll< 1. Listen again and correct the mistakes in the email on page 45, as Emily suggests.

Email expressions

1 Complete the table with greetings and closings from the box. Discuss your choices w ith a partner.

Love, Hey there,

Dear Susan, Take care,

Formal greetings

Dear Mr Mason,

Formal closings

Sincerely,

Best w ishes, Jennifer, Dear Ms Kim, Best regards,

Informal greetings

Hi Bob,

Informal closings

Cheers,

Note: Use Mrs for a woman only if you know that she prefers that ririe. Use Dear Sir or Madam or To whom it may concern if you don't know the name of the person you are emailing. Use both the first name and the last name if you don't know if the person is a man or a woman.

•

2 Look at this table that shows language used in a business email. Then use the prompts to write short emails on a separate sheet of paper. Write a greeting, a first sentence, a last sentence, and

your name.

Purpose

I'm writing to

I'm writing in response to

request (a brochure). invite you to (a reception). thank you for (your help).

-+--your phone call. your advertisement.

Conclusion

Thank you for your help. I look forward to hearing from you. Let me know if you have any questions. I'll see you next Friday. I'll call you this weekend.

a Laura Green, your best friend from high school I invite to lunch

b the Customer Service Department of an online store I complain about a missing order

c Chris Bailey, someone applying for a job at your company I send details about the position

d Masa Nomura, an exchange student who stayed w ith your family I wish him a happy birthday


3 Imagine you missed a class last week because you were sick. You need to find out what the homework assignment was. Write two emails, one to your teacher and one to a classmate. Then compare your emails with a partner.

Email vocabulary

1 Emily is talking to the IT department at her company. Listen and write the missing words. Then practise the dialogue with a partner.

Jeff: Hi, this is Jeff White, in IT. Um, you left a message that said you're having trouble with your email?

Emily: Yes, that's right. I can messages, but I can't any!

Jeff: I see. And how do you know that?

Emily: Well, two people w id me that they sent me emails, but I didn't get them. Also. my was empty this morning, and that never happens I

Jeff: OK, well, let me take a look at your account . .. What's your ?

Emily: emilymay92 -that's one word, E-M-1-L-Y-M-A-Y, and then the numbers 9 and 2.

Jeff: And I have to ask you for your _ .You can it later.

Emily: It's Daisy, D-A-1-S-Y. She's my dog.

Jeff: OK. Uh, you know, that's not really a very good choice. it's better to use something that isn't a real word or name. Just for safety.

Emily:

Jeff:

Emily:

Jeff:

Emily:

Jeff:

You're right, I know. I'll change it today, I promise!

OK, I see the problem. Your is full. You'•e going to need to some old messages to free up some space. You. uh, you have a lot of really big

. Do you need all of them?

Oh, some of those are old. I don't need them anymore.

OK, well. throw away as much as you can. and that should solve your problem.

And what about the messages that were sent to me? Are they gone?

Oh, no. they're still on the . As soon as there's space, they'll show up. But just call me again if you have any problems.

2 Discuss these questions with a small group.

• How often do you use email? How many different email accounts do you have?

• What do you like 'l"lost about using email? What do you like least?

• Have you ever had any problems with an eMail account? If so, describe the problem and how you resolved it.

Best wishes, Thomas Kale UNIT 7 47

Email 1 Before you read, think about these email behaviours. Tick (.I) w hat your views are.

Me Kent a Kevin

a Prefers short emails

b Asks many questions m one efTiail

c Expects a quick reply

d Sends jokes or social emails to work colleagues

e Prefers a phone cal l to email

2 Now read what these people, who work for the same company in different countries, say about email. How do their views compare? Complete the chart.

01 July, 13:00 pm

Kenta Takahashi, Japan

01 October, 16:30 pm

Kevin Benson, UK

Of course email is convenient. and I appreciate that. But it causes me a lot of stress.

too. I get a lot of emails from our offices in the UK Some of them are important, but

some of them are just announcements that aren't interesting to me or relevant to my

job . I even get notices of soc1al events at the UK factories I don't have to answer the

unimportant emails, but I do have to read them first to dectde if they are important or

not. Once I got an email that had nothing to do wtth work at all - it was just some crazy

story I dtdn't know what I was supposed to do with that. Did the person who sent it

expect some kind of response?

It seems to me that our Bntish workers send very long emails. It takes me some time

to read them, and even longer to write a good reply And they expect an answer so

quickly! I think if something is 1mportant. they should use the phone. These days, it's

not so expensive and it's also more personal.

There 's a big time difference between the UK and Japan, so I usually email them

rather than calling or Skyping. Most of the time it works. Sometimes though, I don't get

a response for days and it's hard to know if they've received it or not Other times. if I

send an email with a few questions 1n 11, I get a reply to only some of the questions, not

all of them. That means I have to email the same questions and wait for a reply again

which wastes time.

The Japanese office seems to be a lot more formal than ours. We sometimes send

around links to funny things we ve seen on the Internet. or amusing photos and stories.

We don't get anything like that back from the Japanese office. Maybe they don't

understand the jokes. It's not directly related to work. but 11 makes work less stressful.

3 Work with a group. Imagine that you are consultants to the company that Mr Takahashi and Mr Benson work for. What advice would you give their Japan office about email? What advice would you give their UK office?

Planning a meeting Scenario

You are members of the same company. You want to hold a meeting this week about the design of the

new website.

Your task is to find a time to meet and set the agenda.

Task 1

Divide into three groups, A, B, and C. Each group will pretend to be one person. Decide the name of the person your group represents. Choose an email address for that person. Write it on a piece of paper, and give it to the other groups.

Task2

Read the instructions for your group in the In business task fi les. You wil l need several sheets of paper to use for writing emails.

Group A page 88 Group B page 98 Group C page 1 06

r

From:

To:

Subject :

Follow-up

J

Meet with all members of Groups A, B, and C. Share and discuss your emails. Were there any misunderstandings? If so, why? How did you resolve them? What was easy for you about writing the emails? What was difficult?

50

Aims

• C:.IV nq d

pr s ntdtlon

• Pres ntinq mfor 1'1at1on (" iv nq dOd reCE'IVIn

feedback • Presenting

mf rmJtion· Del very eye contact vo1ce

• Pr 0nt1ng mformt.1t1on·

cnd.nqs conci.JSIOOS

• Prese>nt1 q

rnformat1on D I ng w1th

qu StiOnS • V1e po1nts

Presentations

• In busmess: On the

JOb us of English

UNIT 8

That's a goo_ question! \\

'

II Listen and practise Giving a presentation

1 Look at the photos. Which ones show a good presentation style? Which show a bad

presentation style? Why?

2 Katy is practising her presentation in front of her colleagues. Listen and w rite T for true or F for false next to each sentence.

a They think Katy was perfect.

b Katy doesn't look confident.

c Katy appreciates the comments.

3 Listen again and complete the conversation. Then take turns reading it in groups of

three.

Katy:

Adam:

Katy:

Lucy:

Katy:

Adam:

Katy:

So. what do you all think? feedback?

Well, your L CJntent is great. but you need to slow down when vou ~peak.

Really?

I agree. And look at peop P .

Oh, right. Thanks. Is there

Um, yes. Don't wave t'1P po1nte .?round, and try co relax!

Right. Thanks so much for your feedback. That's really helpful!

Adam I Lucy:

7


sl ide design add more colour relax talk to the screen

introduction include more data add page numbers forget to add a cover page

backhand work on your serve look at the ball think too much, try to relax


5 What do you think Lucy and Adam wil l say next? Tick (.I) your guesses. Then listen to see if you are correct.

a You need to work harder!

b Do you want to try again?

c You should practise more!

d Don't worry, you'll do a great job!

Presenting information Giving and receiving feedback

1 Listen to these introductions. What kind of feedback would you give to the speakers? Work with a partner. Write down your feedback. Try to find one strong point and one improvement area for each speaker.

Speaker 1: Strong point:

Improvement area: Yr_,.t nrta to


Improvement area: Renwn~ber to


Improvement area: Dor '•

2 Use the introduction to a presentation that you wrote in Unit 2 (page 14). With a partner, practise giving the presentation and asking for I receiving feedback. Use the table below to make notes for your feedback.

I Lcn.te-¥\.t Ccr~l~{t-·bc,n.) s(,l.k10e.ct:

Me.~~a.qr-e.

J- De-ltve.r'i) CtVr\p{LeA;)

£-<f) e. C-Ovt tele-i: Vot<:.-e. C~pe..e£.( ).

Ywr messaae was C!L'tlr

Do;; 't r r9e• to

iook a' peop c

You n.:cr:l t0 sprtl~ i:.Ju ier

Delivery (eye contact I voice)

1 • Listen and mark the pause (II) in the sentence. Does the meaning change?

a I'm busy this evening around seven friends are coming for dinner.

b I'm busy this evening around seven friends are coming for dinner.

c I'm busy this evening around seven friends are coming for dinner.

That's a good question! UN IT 8 51

52 UNIT 8

2 •, Listen to this conclusion to a presentation. As you listen, mark the pauses (//) and the

main stress (.1). Compare your answers with a partner.

In conclusion I've talked about our new plans for the Asia-Pacific region. My main point was that

we need to improve the way we operate in this market. I talked about changes in our organisation,

changes in our management style, and also changes in our recruiting process. Finally I wam to ask

for your support. With your help I know we can be successful as we make these changes. Thank you

for your artention. Are there any questions'

3 Now read the conclusion aloud. Try to use the same intonation and pauses.

Presenting information Endings I conclusions

1 Here are some phrases used at the end of a presentation. Work with a partner. Write the phrases

under the correct heading.

--

-

In summary, I've talked about two things .. .

The main thing I wanted to say was this, .. .

Are there any questions or comments?

That's all the time I have. Thank you.

Let me summarise my presentation.

I've shown you ...

- .. - ---

=---

., CLos~IA-0 ...

- - ------

--

-. .

-

-- -

-··-· ---

' I

- - -----· --- ~~I

' -- ==i'===:--=':·=-- ==-= --

- - - --=-= -- -·===~ -- - --- ---

Thank you for your attention.

Do you have any questions?

Thank you for listening.

My main point was ...

-· -·

I I

-- . --I .. .. : . .

I , I -

---- .. " ..

.,:.:..-

.. 00 00 ..

• •

2 1·: Listen to Katy's conclusion. As you listen, tick (,I) the phrases from exercise 1 that you hear.


3 Write an introduction and a conclusion for a presentation. Use one of the topics from Unit 2 (page 14), one of the topics below, or your own idea.

Why English is important Choosing a career Giving a presentation

Finding a part -time job The BEST Have vou uodated vour CV. and contArt"rl ··~· ·-

HoW to save money_ sport I hobby

Young people's

FASHION The best place for a holiday Go to the fashron pages rn any

4 Work in groups of three. Practise giving your introduction and conclusion. As you speak, remember to look at the audience, and focus on your pauses and stress. At the end of your conclusion, other members should give you feedback.

Presenting information Dealing with questions

1 Listen to the way these speakers deal with questions. How do they react, respond, and reflect?

Speaker 1 Tnat's a good que5tton

Speaker 2 I'm sorry, can you React

Speaker3

Speaker 4 ~on';: haue

I'm '![ra d Respond

Let me check and

Speaker s ..... oes tnat Reflect

2 Change your groups and g ive your introduction and conclusion from exercise 4 again. At the end of the conclusion, practise asking and answering questions.

That's a good question' UNIT 8 5 3

Presentations 1 Answer these questions. Discuss your answers in a group.

• Why do we g1ve presemat1ons?

• Which is more important in a presentation. the speaker or the visual a1ds? Why?

• Have you ever used presentation software (for example. Key"lote" and PowerPo1nt) or seen 11 used ,n a presentanon? If yes. what did you like or dislike about it?

2 You will hear two people talking about using presentation software. Before you listen, read the multiple-choice questions below. As you listen, circle the best answer. Then compare your answers with a partner.

Leila, Iran

a Leila thinks p resentation software is

1 easy to learn.

2 easy to use.

3 quite expe11sive.

b Before presentation software, Leila

1 carried a lot of th1ngs.

2 didn't give many presentations.

3 made a lot of changes.

c Leila doesn t I ke

1 watching presentations.

2 speakers reading the1r slides.

3 focusing on what people say.

Young-jin, Korea

d Young-j111 doesn't like

1 g1ving presernations.

2 watching his colleagues' presentations.

3 presentation software very much.

e He thinks people don't spend enough time

1 thmking about their slides.

2 th1nking about what they want to say.

3 mak1ng their sl1des.

f Young-jin thinks

1 people should use bullet po1nts.

2 his colleagues need to use buller po1ms.

3 people use too many bullet points.

3 In a group, discuss your reactions to the following statements.

a If your English 1s not good. 1t is bener to memorise your presentation.

b lt1s better to put a lot of Information in your slides.

c It is not good to move around during the p resentation.

d No questions from the audience =a good presentat ion.

e The key message or results should be g iven at rhe end of the presentation.

On-the-job use of English Scenario

You belong to the Human Resources (Asia) department of Global Devices, Inc. You have been asked to analyse the Asian staff 's use of English on the job. Last month you carried out a survey of current and future on-the-job use of English.

Look at the graph. What can you see? Compare your ideas with a partner.

Your task is t o prepare a presentation t o top management to present the data and key findings from the survey.

50 .

45

40

On-the-job use of English speak,ng.ll<ten,ng

~

;1, 35

II 30 z -~ 25 ~ E 20

" Z IS

10

s o-'---

Task 1

• Readmg, Wntmg • All skills

<2 >10 Hours per week

Divide into three groups, A, B, and C. Read the information for your group in the In business task files.

Group A page 89 Group B page 99 Group C page 107

Task2

In small groups, hold a meeting to discuss your data and decide how to present the information. One of you should be the leader of the meeting.

Task3

Practise the presentation in your group and give I receive feedback.

Task4

Make new groups with one member from Groups A, B, and C. Present the information to each other. Ask and answer questions about the presentations.

Follow-up a In groups of three (one person from Groups A, B. and(), combine the three presentations into one

presentation. Each group should give their presentation to the class.

b Hold a meeting to decide wf-)ich presentation was the r'1ost effective.

56

Review: Units 5 8 1 I'm not here right now

' _.www -_.www _,., ......... --......... '

l

Listen to your voicemail messages. Complete

the information on the message pads.

IJ ron Jim

flk. w n • II 110u buk

5.00 p m tod.ety

Fto Ho..r.ro...,

... '' - wtlt II vau hArt

M age

II • n1 L11L ~~ )

Ptnw uH b.Jt k Will (lffl VUtl badt

2 Can I take a message?

Use the information from the messages in exercise 1. Work with a partner. Practise calling and taking I leaving

a message. One of you should be the receptionist. Begin like this:

A: Hello, speaking. How can I help you?

B: Hello, this is (Jim)

Can I speak to Kay Tanaka please?

A: Just a moment. Hello, I'm sorry, she's

• UNITS S- 8 Get Ready for International Business

3 Could you tell me where the bus stop is?

Work with a partner. Change the conversations to make

them more polite. Write your conversations on a separate sheet of paper.

A: Where·s rhe bank?

B: Don't know.

A: What tune is it?

B: Two.

A: Who is that?

B: My brother.

A: Where's the nearest post office?

B: There. Around the corner

4 Go straight for four blocks

Listen and mark the route on the map. Then work with a partner. Choose new locations and g ive directions using the map.

5 Best regards

Rewrite Ruth's email to make it more formal.

0

From: Ruth Osborne

To: Frank Richie

Subject: Report

Attachments: 2013 Sales Report.doc

Hey there,

Here's the report you asked for. Is this OK? -if not, let me know.

See ya,

Ruth :0)

6 You need to look more confident

Mark the pauses(//) in this conclusion to a presentation. Then work with a partner. Read the conclusion to each

other and give each other feedback.

.. I rr T t J II t l<e..l .. l!:'vu• crJr ~~"' •o ou· produc•

l r; s • • ~ <;1 ape lr i r· ((I(< or ., e

r • ' l u ljJ lt " P L I •• I'I"'Q

• • ll ~

t r. r ,, .. .. ~J..lY,lt:~ ~J ,:,.lV W S [ 1

• l t ~ r. < r t clv u. .. r.crt.us£ .. tT

'r 2 r ~ p r fn' r t•W nex• }€ 'r rhctr~

v~ t r, r • 1 Ar t r a y fl' rro.sornmrtert:: cr

7 Thanks so much for your feedback!

Your friend is going to a job interview and has asked you if he looks OK. Listen. When you hear the beep,

give him some feedback.

) •

•

•

•

0

From: Ruth Osborne

To: Frank R chie

Subject: Report

Attachments: 2013 Sales Report.doc

8 What's the word?

Here is some of the vocabulary from Units S-8. Check that you understand the meanings. Choose ten words and write sentences on a separate sheet of paper. Compare

your sentences with a partner.

abbrevtat.on effective popular

acquaintance emoticon pretty bad

across from expressive prenygood

advantage eye coma~t price I st

analyse feedback productive

announcement gesture recommend

apologise globally ·elax

appreCiate guideline reservation

around the corner handout respect from have trouble with rude

attached holiday schedule body language nearest shrug bullet point non-smoking sightseeing

bump mto in conclusion status cheaper in public stressrul colleague intercultura successful combine intersection teleconference

comfortable jet lag !errible confident memorise throwaway confirm misunderstanding t1me difference crazy non-verbal unimportant

delayed on-the-job visual aid delete overseas VOICemail del•very part·ttme walking distance disadvantage personal waste time dormitorv

Review UNITS 5 - 8 57

•

•

•

• •

58 UNIT 9

hat was his major?

Jason Park curriculum vitae

85 Cedar Hill Road • Stansted • Essex • CM24 3PP

email: [email protected]

phone: 0128-162-080

mobile: 079-8383-6741

Education:

BA, Business Administration, Bristol University (2012) Concentrated in marketing and business .

Experience:

• Office Assistant, Bristol Trading Company, Bristol, UK, June- August 2011 Worked as an intern for an import/export company. Planned and coordinated sales meetings. Assisted with sales and research. Helped write new company brochure. Translated international correspondence.

• Sales Assistant, Urban Trends (clothing store), Bristol, UK, June- August 2010

Responsible for assisting , using the cash register, and preparing inventory records.

• Paris in the Spring, restaurant, Bristol, UK, October 2007 - March 2011 Served food in a traditional French restaurant. Spoke French and necessary with customers.

Skills:

• Fluent French and ; conversational German • Familiar with multicultural environments • Excellent skills • Can work well individually or as part of a team

as

Listen and practise Discussing job applications

1 Look at the CV (curriculum vitae). What kind of job do you think the person is applying for?

2 Frances and Mr Keen are discussing the CV. What do they think about the applicant? Listen and tick (.1) your answer.

a They rhink he is a perfecr choice.

b They aren't sure if he will be good enough.

c They think he is not qualified.

3 • Listen again. Fil l in the missing information in the CV .

Get Ready for lnrernarional Business

4 Work w ith a partner and ask and answer the questions about the CV on page 58. Then change the words in blue, using information from the CV.

Talk about Jason's previous jobs:

1 A: When d id Jason prepare Inventory records?

B: From Jum. ro Auaust 2007. ~

Talk about Jason's ski lls:

2 A: Is Jason fluent i1 F-rench 7

B: Yes. he s.

Ask about Jason's experience:

3 A: 11as Jason vrorked as a Sales Manager?

B: No. he hasn't.

5 What do you think Frances and Mr Keen will decide to do? Tick(,/) your guesses. Then listen to see if you are correct.

a They w ill ask Jason to come for an interview.

b They w ill nor offer him the job.

c They w ill offer him the job.

d They w ill make a decision later.

Reading and w~iting a CV Supporting opinions

1 Read the information. Then listen to the sentences. Take turns reading them aloud with a partner.

• For example Introduces a complete sentence .

. ascr nas SP!, rP{. 'an · 'X,1f?'''<"rr · For example. hr • ,, ' ', • ' ·hw ~~'l~ .pany

• Such as is used in the m iddle of a sentence to list two or more specific examples. l , I

1 ..:r f!

2 Match the opinions on the left to the examples on the right. Then take turns reading them aloud with a partner. Connect them with For example or such as.

a The position has some good benefits.

b I have some experience with people from other cultures.

c I'm interested in several different fields of study.

d She doesn't have some very important office skills.

e British people don't include personal inforMation on their CVs.

1 she can't use Excel"' or PowerPoint

2 age, race. and marital status

3 a high salary. long holidays. and a comfortable office

4 my family hosted an exchange student from Brazil

5 engineering and computer science

-

What was his major? UNIT 9 59

60 I UNIT 9

3 Annabel le Langley and Roger Caine are d iscussing CVs for a position at their company. Listen and tick (,/) whether they like or dislike each applicant. Listen again and write the reason and

examples that they give.

Like or dislike?

a .I like

dislike

b

c

d

like

dislike

like

dislike

like

dislike

e like

dislike

Reason Examples

4 Complete the sentences w ith information about yourself. Use For example or such as.

Then share the sentences w ith a partner.

a I have some interesting hobbies and interests

b I know some people with good jobs

c I rook some useful classes in high school/ college

d There are some jobs I wouldn't like

e I have some plans for the future


Reading and writing a CV Describing experience

1 Look at these common ways of describing experience on a British CV.

• Delete the word ·'I" when talking about your experience and use formal language:

I wrote articles for the school newspaper.

I kno~v a lot aboui office machines.

I have a foe of experience 1n sales.

Wrote art1cles for the school newspaper.

Fam11tar with office machines.

Experienced 1n sales.

I was in charge of training part-nme staff.

Responsible for training part-time staff.

• Skills and abilities are JUSt listed:

I can use Microsoft Word, PowerPoint. and Excel.

Computer skills: Microsoft Word, PowerPoint, Excel

I can speak German fluently and am studying Korean.

Languages: Fluent Gerrran. basic Korean

2 Read the paragraph. Then complete the CV by rewriting the information in the correct style.

r havt a lot of experi.tV~.Ct Lli\.. ttac.hi.li\.0 pri.~at{1 school chl.lctreli\... 1 ~11\.DW a lot about

c.urreli\.t ~thoct.s for ttachl.li\..0 !::jOUII\..0 chl.lctrtli\.. Wheli\. 1 worl<uct as a tutor, 1 was

Lli\.. charge of plall\.11\.i.li\..0 Le.s.soll\.s for w..!::jseLf aVId other tutors. 1 th~~ l'w.. a good

ttacher because l'w.. patl.eli\.t. l'w.. aLso realLtj orgall\.i.sed. All\.d I'~ ell\.trgetl.c., too!

OBJECTIVE: To teach 1" , 2"d, or 3'd year

PROFILE: • teaching primary school children

• current methods for teaching young children

• BA in Early Childhood Education

EXPERIENCE: 2006- present: Thtor, Apple Language Academy, Taipei. Teach afterschool classes in English, maths, and science to primary school children.

PERSONAL

CHARACTERISTICS :

tutoring staff. planning lessons for

'

What was his major? UNIT 9

•

61

CVs 1 Scan the text about CVs in France. Write T for true and F for false next to each sentence.

a t s ... on muo ro ... elude a phoro .vith your cv. b t's OK to list sportS that you play.

c CVs are usually handwntten.

Sabine Belanger

When I first started my recru1tment job for a large

international company in Marseille, it was confusing

because I rece1ved 'resumes' from the US. 'Resume; in

French, means 'summary; but here we call it a 01, or

Curriculum Vitae. A CV is more complete than a resume

and herem France we include information like our age, our

marital status, number of children and also a photograph. In

some other countries employers are adv1sed not to ask for a

photograph 1n CVs for legal reasons.

In France we also describe previous job experience and

education, though we only give the highest degree that

we earned. We also ;•st any speciai sk1 Is or training. It's

Important to be really honest about your abilities, though!

I've heard that Americans sometimes exaggerate a little on

the1r resumes, and that's OK 1n America, but it wouldn't be a

good 1dea in France. Your CV shouldn't be longer than two

pages. so t's oll'portant to select the most important things.

The final section is for interests. It's actually an important

section because it's your chance to show your personality a

little, to stand out from other applicants. You have to be

careful, though - if you list only individual sports, for example,

the company might thJOk that you are not a good team

player. I know Amencans don't t..sually list interests at a!l, but I

spent the most time on th1s section of my 01, even though it

was only four lines long! Interviewers will ask you about this

section, so aga1n, 1t's Important to be accurate.

Years ago, CVs were handwritten. but these days they're all

done on computer. However, the cover letter that you send

with the 01 is still handwritten. French people believe that

you can tell a lot about a person from his or her handwriting.

2 Work with a group. How are CVs in your country different from those described in the text?

3 Work with a group. What are some advantages and disadvantages to providing the following on a CV? Support your opinions with reasons and examples.

a a pho,og o!Jil

b your college grades

c your date of birth

d whether you are s1ng'e or marned

e your gender

f your handwnllrlQ

g your hobb1es and Interests

h a complete listing of every job you've had. including part-time work

Writing a CV Scenario

You will work to create a CV for a UK university graduate applying for a job as a Graphic Designer.

Task 1

Work with a partner or small group. What did you learn in this unit about a typical British CV? Tick (I") the features that a typical CV has, and write an X by features it doesn't have.

a Includes personal nformauon, such as gender, age, and marital status

b Includes a photo

c Sometimes exaggerates abil ities

d Includes personal hobbies and interests

e Uses colour paper and elegant fonts

f Is handwritten

g lists jobs from most recent to oldest

Task2

Divide into three groups, A, B, and C. Read the instructions for your group in the In business task files. Each group should prepare a different section of a CV. Use the CV on page 58 as a guide.

Group A page 90 Group B page 1 00 Group C page 1 08

Task3

Make new groups with one member from Groups A, B, and C. Put the parts of your CV together. As a group, invent one new piece of information to add to the CV.

Follow-up

Discuss these questions as a whole class.

• What information dKl you deode to exclude? Why?

• What new piece of Information did you add to the CV, and why did you choose 1t?

• What do you think are this person's greatest strengths7

6 4

• s • IVtnq k y

or'TI'ltlon • Be ng 11"t erv1ewed.

Desc 1bmg your background

• B mq intervi w d· Talk nq about your futl r

• B mq mterv1ewtd: Talk nq bout your

tnmqth~

• V1€ vpolrts

lntt?rVIE'WS

• In busm ss: Who should we hirE:'?

UNIT 10

__ , --Listen and practise Giving key information

1 Describe the photo. Where are they? What is happening?

2 Alexandra is interviewing Jessica for a job. Listen and write T for true or F for false next to each sentence.

a Alexandra expects Jessica to ask her some questions.

b Jessica graduated from Rouen University.

c Jessica grew up in the Netherlands.

3 Listen again. Complete the conversation. Then read it with a partner. Take turns being

4

Alexandra and Jessica.

Alexandra: Good, well, thank you for coming today. I'd like to ask you some questions on your background. Then I'll try to answer any quest1ons you have about the company.

?

Jessica: That sounds fine. Thank you.

Alexandra: OK. good. I have your CV, but can you tell me a little bit about yourself?

Jessica: Yes, of course. Well,

but Un1vers1ty. and

the Netherlands France. Right now I'm a student at Rouen

interndtiona' business.

Alexand ra: I see. Very good. And why do you want ro join our company?

Jessica: Well, manufacturing and I want to use English in my career. I looked at your website and

place to work.

an ex em ng

Practise the conversation again. Change the words in blue using the information below.

Germany the US UCLA mathemancs

Beijing Hong Kong City University law

Tokyo Osaka London University Asian history

Brazil England Exeter University computer science


II

Picture Bruce

Toronto

Stanford 2008

biochemistry

5 What do you think Alexandra will ask next? Tick (.I) your guesses. Then listen to see if you are correct.

a Why are you interested in manufactunng?

b What do you do in your free time?

c Why did you choose international business as your maJor?

d When will you graduate?

Being interviewed Describing your background

1 Listen to these people describing their background. Match the speaker (a, b or c) to the picture, then listen again and complete the information.

Speaker

II

Chris Picture

San Francisco

Colorado 20

mathematics

Speaker

IJ

Larry Picture

Manchester

Sheffield 20

makmq 111ode =>

Speaker

2 Look at the answers to questions about the people in exercise 1. Write the questions. Compare your questions with a partner. Then practise asking and answering the questions.

a Q:

A: Biochemistry.

b Q:

A: In 2008.

c Q:

A-• No, he doesn't.

d Q:

A: Chris does.

3 Write three questions and answers about the information in exercise 1. In groups, ask and answer your questions.

a Q: When

A:

b Q: Does

A:

c Q: Who

A:

rei I P1e about yourself UNITlO

?

7 .

7

? •

'

?

65

66

a Cindy

• 4 Imag ine you are one of the people in exercise 1 on page 65. Work wi th a partner. Describe your

background. Begin like this:

A: Co.n yoLt te!l me somethmg a bow yow se!p B: Sure. I ...

5 Change partners. This time, give information about yourself.

Being interviewed Talking about your future

1 ' • Listen to these people talking about the futu re. Fil l in the missing information as

you listen. Then check your answers w ith a partner. What other informat ion can you remember about the people?

b Dim itri c Max

Five or ten years from now, In five years, Three or five years from now,

cancer patienrs.

UNIT10

a superv1sor on a

new drugs for big project. some kind of NGO.

2 Think about your future - what type of work would you like to be doing? Write down some ideas

below for the next three, five, and ten years.

3 years f rom now 5 years f rom now 10 years f rom now

3 Ask and answer questions with a partner about the future. Use the language in the tables below.

Then change partners and repeat the exercise.

What do you want to would you like to do you hope to

do be doing

In the future, (Five) years from now,


I want to be I hope robe I'd like ro be

(three) years from now7 in the future 7

(a game designer). (working overseas). (doing research). (an architect).

Artist

II

-.. .,

- 4 ....

I

Being interviewed Talking about your strengths

1 Interviewers often ask candidates to describe their strengths. Which of the strength(s) can be used for which part-time jobs? Can you think of any other ways to describe someone's

strengths?

Delivery person Wa1tress Ski instructor

•

1 good with people 2 anenuve to detail 3 hardworking 4 creative

2 Listen to these people talking about themselves. What are their strengths? What work

experience do they have?

Strengths Work experience

May

Yohei

Zofia

3 Ask and answer questions with a partner about your strengths. Then change partners and

repeat the exercise. Begin like this:

A:

B: m I I I'rYI •

•

4 Work with a partner. Practise interviewing each other for a job. Ask questions about the person's background, future, and strengths.

Thank you for coming today. Opening

Can you tell me somethmg about your background? Background

What do you want to be doing (five) years from now? Future Plans

What do you think are your strengths? Strengths

Thank yOLI very much. It was nice meeting you and I'll be in roue h. Closing

Tell me about yourself UNIT10 6 7

Interviews 1 Answer these questions. Discuss your answers in a group.

• What do people ,n your country wear to job interviews? What do you take w1th you'

• Have you ever been to a job 1merv1ew? If yes, descr1be the 1merv1ew (e.g .. How long was it? How many people

interviewed you? What questions did they ask?).

• How do you prepare for a JOb interview? What kind of questions would you ask an lnterviE:>wer?

2 You will hear two people talking about hiring people for their companies. What qualities are they looking

for? Tick (,.I) the boxes as you listen.

Fiona Brian

a Reliability

b Technical ski lls

c Business ski lls

d Communication skills

e Work experience

f Leadership

9 Flexibil1ty

h Teamwork

Brian Cox, JS

3 Look at these pieces of advice about interviewing with a North American company. Tick (.I) the items that apply to

interviewing for a company in your country.

Ask lots of questions

Get a ha1rcut

Smile and make eye contact

Speak out

Arrive early

Show passion

Send a thank-you note

Don't talk too much

Talk about your achievements

Research the company

Dress conservatively

Act confidently

4 What other advice would you give to someone applying to a company in your country?

5 Work in a group. Hold a meeting to compare and d iscuss your answers. Rank the top five p ieces of advice for

someone interviewing for a job in your country.

Who shou ld we hire? Scenario

You are attending a workshop on interviewing skills. As part of the workshop, you will practise asking and answering interview questions.

• You will b( interviewed by other people for a position You need tO do you' best1n the interv1ew so that you will be selected for the position.

• You will interview some people for a position at your company. You need to select the best person for the position.

Task 1

Divide into two groups, A and B. Read the information for your group in the In business task files.

Group A page 91 Group B page 101

Task2

Work in groups of three or four. Hold a meeting to discuss how you can answer the practise questions in your interview.

Practise asking and answering the questions.

Task3

Take turns interviewing candidates from the other group. Group A should interview one person from Group B, and Group B should interview one person from Group A. Continue until everyone has been interviewed by the other group.

Task4

Combine Groups A and B from Task 3. Talk about the interviews you carried out. What was difficult for you? From your • interviews, who do you think is the best person for the position. Why?

Follow-up

Write an email to a successful candidate to let them know that you have decided to offer them a position. Say that as a next step you will send them contract details.

Write an email to unsuccessful candidates to thank them for coming to the interview and to let them know that you have decided not to offer them a position with your company.

70

Aims

• DISCUSSing g1fts

• Selectmg g1fts • Expla1nmg a

problem mistake

• Explammg a problem m stake:

u1vmg and acceptmg apolog1es

• Viewpoint~: Cultural mtstaKes

• In busmes~ Choosmg a w dd ng g ft

UNIT 11

•

Listen and practise Discussing gifts

1 Describe the photo. What is happening?

2 Eliza is choosing a gift. Listen to the conversation. Circle the letter of the gift that Eliza

chooses.

a cards b calendars c local crafts

3 Listen again and complete the conversation. Then read it with a partner. Take turns

being Eliza and Jake.

Jake: H1, Eliza. vVhat are you do1ng?

Eliza: Oh. I'm rrymg to some small gifts for our London office. You know, for rhe end of the year What do you think- should I send some Ch• s•...,a c.d' ?

Jake: Well, in the London office elebrates Cr'lstmas. so ... What

are you thinking about?

Eliza: Well, we have these nice calendars. They have scenes from nature.

Jake: I think that's a good dea. They're arrractive, they're , and they're easy to

Eliza: I guess .. They're not very exciting. though.

Jake: I don't thmk so. Those would be too expens1ve. Ca1endars are plenty of them.

Eliza: You're righr.


sorr~e local c•afts?

,and we have

•


beer or whiskey drinks alcohol books of local photographs heavy

jewellery is a woman electronics hard to send

smoked meat eats meat tea cups fragile

Pop music COs speaks Ch1nese silk scarves and neckties personal

5 . Eliza and Jake talk about why the London office doesn't send gifts. What do you think

are the reasons? Tick (.I) your guesses. Then listen to see if you are correct.

a The London office didn't make enough profits to buy gifts th s year.

b It's not the custom for British companies to send gifts.

c Companies don't like to accept gifts.

d Individual employees will send g1fts on their own.

Selecting gifts

1 Look at the language we can use to talk about gifts.

Why don't you get a CD?

• rs ord nary . Why don't you order They're

roo expensive. some flowers?

How about aT-shirt? How about getting

cookies? It isn't fancy enough. How about making They aren't spec1al

2 Work with a partner. Have conversations like the one below, changing the information in blue. Use the pictures and your own ideas:

A: I need to get a gift for my youc,g cuu~111.

B: Why don·~ you get a puzz e?

A: Well . . dont think so. 1t's too 'l ffi r It

B: 1 guess you're right Then how about a sturted toy a'11rnc1 ?

A: Thanks. That's a good idea.

a father b mother-in-law

key ring min1-skirt

d boyfriend e grandfather v1deo game system skateboard

c fiancee vacuum cleaner

f English teacher photo of yourself

UNIT 11 •

They're too expensive 71

72 UNIT 11

3 A British visitor to Singapore is asking Yanti about local gift-giving customs. Listen and circle the correct answer. Then listen again and write the reason.

a Singaporeans will unwrap a gift (when they receive it I after the giver has left).

Reason:

b You should avoid bringing food to a (Malay I Chinese) home.

Reason:

c Don't bring gifts in sets of (four I eight) to a Ch1nese home.

Reason:

d Indians prefer to receive items in sets of (even I odd) numbers.

Reason:

e You shouldn't give an Indian person a g1ft made from (leather I metal).

Reason:

f In Singapore. don t wrap a gift in (wh1te I red I green) paper.

Reason:

Explaining a problem I mistake

1 • Listen to the conversation. Then practise it with a partner. Use the same intonation .

Get Ready for lnrernation<tl Business

A: lere. th sis for you.

B: Oh, thank you. May I open it now?

A: Please. Go ahead.

B: Oh. Uh ... Well, thank you ..

A: soMething wrong? It's a plumena lei. from lawaii.

B: Oh, 1t's just that. ..veil. lnd1ans only use this flower for funerals.

A: Oh, no! I'm so sorry!

B: Oh. that's perfectly OK. You didn't know.

A: f nyway, thank you for telling me.

B: And thanK you for the gift. It was a lovely thought.

Explaining a problem I mistake Giving and accepting apologies

2 Look at t he table. Which phrases were used in exercise 1 on page 72? Underline them. Then practise the conversation again, using different expressions.

To introduce an explanation

To apologise

To accept an apology

You see, ... I'm SLire you didn't know this, but ...

I'm so sorry! I'm really sorry'

Please don't worry about it That's perfectly OK.

It's just that . . . The thing is, .. .

I (must) apologise. I feel terrible!

It's all right I understand. It's not a problem, really.

3 Work with a partner. Choose one of these situations. Then roleplay a conversation, using the conversation map below. Practise several times. Then perform it for a group or the whole class .

• I I •

I t ' • ••

a Chinese people think clocks are unlucky. They are associated with death and funerals.

b In BelgiUm, red roses are exchanged only in romantic relationships.

Gift-giver:

Offer a gih.

Say yes.

Ask if something is wrong.

Apologise.

Thank the receiver for the explanation.

c Giving four of anything is considered unlucky in Japan.

d In Italy, avoid giving gifts or wrapping in purple. This colour is considered to be a symbol of bad luck.

Receiver of gift:

Accept the gift. Thank the receiver. Ask if you can open it

React.

Explain the problem.

Accept the apology.

Thank the giver for the thoughc

They're too expensive UNIT 11 73

•

Cultural mistakes 1 Before you read, predict the correct word to complete the statements below.

a .n Thailand, you shouldnt p01nt to someth1ng ""ith your \finger, foot).

b In Germany. you should leave the door (open I closed) when you leave a room.

2 Read about people's experiences travelling to other countries. Were your predictions correct?

lan Douglas, New Zealand

/

When I visited Thad and last summer, I made a mistake when I was visiting someone's house. There were some beautiful baskets on the floor. and I wanted to point ro one so I could ask about it.l pointed to it with my foot. I could tell that my host was very uncomfortable, but didn't know why. I thought maybe compliments were not appropriate, or that he didn't think I was sincere. Several weeks later !learned that in Thailand, it's rude to point to something with your foot. I wish my host had told me at the time. I could have apologised, and wouldn't have done it again. I guess I should have read some books about Thailand before I went. but it's hard to learn everything that way. Now I wonder how many other mistakes I made that 1 never found out about!

3 Work with a group. Discuss the questions.

Emily Olsen, US

When I was in college, I spent a semester studying in Germany. I did a homestay with a German family. It was OK, I guess, though I never really felt at home with the family. I don't know why. I think I was a little afraid of them. maybe because I don't speak German very well. Anyway, after a few weeks, the wife came to me and told me that I was doing something wrong. She said that in Germany, the custom is to close the door whenever you leave a room in a house. I had been leaving my bedroom door open when I went to class. I felt really embarrassed and uncomfortable when she talked to me. I don't think leaving a door open IS very important. I mean. if I don't care if the door is open, why should she care? I wish she hadn't said anything.

• In genera. do you tt ... ~ r;.eople shoulo tel. fore1gn visitors when they are making a m1stake? Why or why not?

• What are some reasons that a host might not tell a visitor about a mistake?

• What are some mistakes a foreigner could make in your country that you would pomt out or that you would not point out?

• What are some ways il foreign vis1tor can learn about local customs?

•

Choosing a wedding gift Scenario

You are choosing a gift for the wedding of some acquaintances from another culture. You will evaluate some possible gifts and then choose one to offer.

Task 1

Divide into two groups, A and B. Read the instructions for your group in the In business task fi les.

Group A page 92 Group B page 102

Task2

Meet with members from the other group. Share your opinions on each of the gifts you considered. Then say wh ich

one you chose to give. Have conversations like the ones below.

A: We thought a gitt of was not appropriate because

B: Yes. that's nght. People from believe . I Actually, that would be OK.

A: We thought a gift of was appropriate because •

B: Oh. good choice! I Not exactly. You see. people from believe that •

A: nally, we dectded to g•ve

B: Oh, good chotce! I m sure the couple will appreciate it. I Actually. that wouldn't be a good tdea. The thing is, people from believe that . Why don't you choose something else?

Follow-up

Discuss these questions with the whole class or a small group.

• Dtd any information that you tearned surprise you?

• Whtch of the gtfts you heard about would be appropriate wedding gifts"' your country? Whtch would not be approp11ate?

• What are some other common wedding gifts in your country?

A ms •

•

• t n

•

•

•

76 UNIT12

I need to work har~er 0

TECHINSPEC Pe forl"V"\ance Rev1ew

SUPERVISOR: Erik Jensen EMPLOYEE: Zara Proust

aoove rreets ~>eeds

outstandrng expectatoons expectatrons Improvement

Job Knowledge J rder~tal'dS e::.pons 0 IlleS rnd p I k I & ~I Wl€'c' l P.+ff 11Vt Y

Comments:

to understand her job . ]

Quality & Quantity of Work . "'e'~ po • a d 9 at I o e t : . ~Aork mn11' e!e a c ace:.~ .... :e

Comments:

deta rls (but

more questions).

Planning & Organisational Skills

Comments: Needs

she meets all deadlrnes.

t b t"

Interpersonal Skills c "' 0 cs • ve v a d ">cr vAiy w • ot l

Comments: Great attitude !

and cheerful!

Employee signature

Supervisor signature

H.R. Sales Director

Listen and practise Reviewing performance

1 Look at the form. What is it used for? Who will see the form?

e p n 1nd n eers dead "_5

LJ Date

Date

2 Zara is meeting with her supervisor as part of her annual review. Listen and tick {,/) the ratings that her supervisor gives. Then listen again and complete the comments.

3 Use the form to roleplay the situation. Take turns being Zara and Erik.

Get Ready fo1 International Busmess

4 Erik asks Zara how she could improve. How do you think Zara will respond? Tick (.I)

your guesses. Then listen to see if you are correct. •

a . can come to .vorJ... u1, ieor .n the morn ng.

b I can take some training courses.

c I can ask other people to help me with this.

d I'm not sure. Do you have any suggestions?

Responding to feedback and asking for clarification

1 Listen to the language Zara uses to respond to Erik's feedback. What does she say? Complete the sentences.

01-. .Thank you

Thank you!

2 Look at these ways to respond to feedback. Put the language in the correct box. Compare your answers w ith a partner. Then read them aloud.

Agreement

3

I see. 1 don't agree. I'm not sure that's uue. You're nght, thank you. I understand what you·re say1ng. I don't think that's co~rect.

I think tha: s true. I agree witt- you.

Understanding Disagreement

In her performance review, Zara asks Erik for clarification. Listen and complete the sentences.

a 1m sorry. 1 don t understand.

b I'm sorry,

c Can you

?

a little more?

' 4 Work with a partner and read the language in exercise 3 aloud. Try to use the same intonation

as Zara.

I need to work harder UNIT 12 77

Name

Name

78 UNIT12

•

5 Work in g roups of three. For the other members of your group, write down two positive comments about their work during this course, and two areas for improvement. Practise giving and responding to feedback and asking for clarification.

Strengths Areas for improvement


Checking understanding

1 It's important in business to check your understanding and confirm information. Listen to these conversations. How do the people check and confirm?

a OK,

b

c

what you're saying.

our next steps before we decide.

what you said?

2 Work with a partner. Explain one of the following to him I her. After you fin ish listening, check your understanding. Begin like this:

' Ill 1v lly v t:X}'!clll.

a Directions to my home

b How to cook my favourite food

c How to use a mobile phone

d (Your own idea)


•

Self-evaluation

1 Think back on your work during this course. How would you evaluate yourself? What have you done well? What do you need to improve? Use the following form to evaluate your performance.

above meets needs outs;and'"9 expectat,ors expectanons fl'lprovement

Language Skills 'Stemng Speakng Read g, Wr tmg

Business Skills P esertmg. 'vleetmgs, ~elephor rg, F''l'la I

Interpersonal Skills Works pOSitively and effeCtive y With others l Other 1Piease spec1fy)

Areas for improvement iPiease spec1fy)

Future Goals Please spec1fyl

Comments

2 Discuss your self-evaluation with a partner. Give and receive comments and feedback on your performance during this course. Remember to clarify and check understanding if needed!

Discussing performance plans

1 Read the sentences below. Then listen to the end of lara's annual review meeting. As you listen, tick (.I) the correct box.

a Zara thinks

b Erik thinks

c Next year, Zara will

d Erik is planning to

1

2

3

she needs more feedback.

the feedback has been really helpful.

she has done a good job this year.

4 she has worked hard this year.

1

2

3

Zara needs to improve her time management.

Zara has learned a lot this year.

Zara has enjoyed her job.

<! Zara has done a great JOb.

1

2

find a new JOb.

work harder

3 try ro 1mprove.

4 learn a lor.

1

2

continue working for s1x months.

send Zara overseas.

3 get more sales experience.

4 visit the US.

I need to work harder UNIT 12 '

79

High context- ow context High context - Rea between the lines Low-context - Say what you mean

words \_eelings facts/data

details

1 Answer these questions. Discuss your answers in a group.

· What does the chart above show? Talk about some of the differences between a high-context and low-comext

communication style.

· Do you think your communication style is more high-context or low-context? Why?

. Think of some other people you know are they more high context or low-context?

2 Listen to two people talking about giving feedback. Check (.I) what kind of communication style you think they prefer. Listen again and take notes on a separate piece of paper. With a partner, explain why you chose

high or low context.

Speaker A High context Low context Speaker B High context low context

3 Culture is often described as an iceberg - most of it is not visible. Look at these items and decide whether they fit above the water (visible) or below the water (invisible). Can you think of any other items that would be above or below the water? Discuss your answers in a group.

clothes relig1ous beliefs history values importance of time respect for others nature of friendship

gestures literature music food

4 Can you think of any examples of how items below the water affect the v isible items?

Culture iceberg

\.

" \ ' '

Evaluating and recommending

Scenario

You have been asked to evaluate this course book, to give your opinion and to provide recommendations. Your task is to review the text, to identify strengths and areas for improvement, and to make recommendations for any changes.

Task 1

First think about your own ideas:

• What did you like about this coursebook? • What didn't you like about 1t?

• Which skills did you enjoy learning? • What did you want more of?

• How cid thiS coursebook help improve your English? • How can the coursebook be improved?

Use the table below to note down your ideas.


Task2

Work in a group. Hold a meeting to share your ideas and to decide what recommendations your group will make to improve the text.

Task3

Make new groups with different members. Present your group's decisions I recommendations to the other members and answer any questions they have.

Task4

With the whole class or in a large g roup, hold a meeting to decide t hree key strengths and three areas for improvement, and to decide your final recommendations.

Follow-up

Think about your own language and communication skills:

• What are your strengths and your areas for improvement?

• What can you do to improve?

Talk about your ideas in a group and give I receive feedback.

Write a short report summarising your decisions and recommendations.

•

82

Review: Units 9-12 1 I was born in 1986

Which parts of Jill's CV wou ld not usually be included in a British CV? Compare your answers with a partner. What other changes would you make?

Oottt ( Ftrtr July 18, 1986

(.,~,Jl'r

\1urct~.o<l St .. t

fklb(:'o'

Female

Single (engaged)

Swimming, jazz-dance

***

*"'"'***~~**~*** Worl< Experience

' ' 2CCI 200

2001- 2006

Tour gu1de

Waitress (part-time)

Babysitting (part-time)

2 Can you give me an example?

Complete the sentences using For example and such as. Then ask and answer questions about the information with a partner.

a In the future, I want to visit many countries

b I like different kinds of food

c I learned a lot of things from this textbook

d When you are young, it's important to try new things

e Many students have part-time jobs

Really,!

UNITS 9 - 12 Ger Ready for International Business

3 I enjoy the work, but .. .

Listen and complete the information. Then ask and answer questions about Bernard with a partner.

Paris, France

England

London 20

accepnng

hiking

from now

helicopter pilot

4 It's a long story .. .

Past

guests Present

with problems

Future

It is three years from now. Imagine you are Bernard and you are being interviewed for a position at a hotel in Australia. How would you answer the question: Can you tell me something about your background?

•

5 Tell me about yourself

In the space below, complete the panels with information about yourself (use drawings and I or words). Then work with a partner. Describe your background and ask and answer quest ions.

Background Education

Work experience Future plans

6 It's perfect!

Somebody gave you these gifts. What is wrong with them? Complete the sentences.

It's

It isn't

It's

- -~

•

--It isn t

;:-

7 Don't worry about it

Listen to these people apologising. When you hear the beep, respond (accept their apology). Try to use a different response each time.

It's all right.' 'That's OK' 'I'm so sorry.' 'I feel terrible.'

a

8 Can you explain that a little more?

Work with a partner. Explain the processes and clarify I check understanding.

a How ro brush your reerh.

b How ro wash your clothes.

c How to make breakfast.

9 What's the word?

Here is some of the vocabulary from Units 9-12. Check that you understand the meanings. Choose 15 words and write sentences on a separate sheet of paper. Compare your sentences with a partner.

accurate evaluate multicultural

achievement exaggerate ordinary

applicant exclude outstanding

appropriate expectalion pariem

attitude fami liar with pay attention to

benefit nexibility perfect

brg picture fragile personality

candidate funeral qualified

celebrate gender relevant

characteristic grade reliabilrty

confusing handwritten religious

conservative harmony supervisor

conversational high context task-centred

coordinate intern team-work

correspondence interpersonal time

creative inventory management

deadline Jewellery translate

elega'lt leadershrp uncomfortable

embarrassed low context unwrap

energetic marital status update

Review UN I TS 9 - 12 83

84

In An

- usiness tas ILe -r..J

s

Group A Task 1

Work with your group. Study the ice-breaking activity and try it out.

•

Who am I?

1 Count how many people are in your group. Use one card or small sticky label for each person.

2 On the card or label, write the name of someone that everyone knows; for example, a popular singer or actor, a famous person from history, or someone who is famous in your school, city, or country. Then mix up all the names.

3 Have one person attach a name to the back of each group member. The group members should not be able to see their own names .

4 Stand up and talk to other people. Try to find out who you are by asking yes I no questions. For example:

Am I a man? Am I living? Do I live in Europe? Can I sing? Is my name (. . .)?

5 After you have guessed your name, take off the label or card. However, continue p laying by answering other people's questions.

After you have tried out the activity, go to Task 2 on page 11.

UNIT 1 Get Ready for International Business In bus1ness tasks

Group A Task 1

Name Jerome Thibaut

Nationality French

Place of birth Marseille

Age 22

Major Asian history

Interests museums, music

Other

Name Anna Kerensky

Nationality Russian

Place of birth Omsk

Age 20

Major architecture

Interests history, cycl ing

Other vegetarian

Name Fabio Baldini

Nationality Italian-American

Place of birth Naples

Age 21

Major systems engineering

Interests computers, hiking •

Other

-..

I ; --

Jdcnts

After you have read and understood the information here, go

to Task 2 on page 17.

In business tasks UNIT 2 85

86

Redecorating the office

Group A Task 1

The following is your role in the meeting:

You are running the meeting. You don't have any ideas about the office and you're not very interested in decorating. You're happy to get ideas from the other group members; however, you don't want to do anything expensive. Your supervisor says

that if your department saves enough money this year, you might get a raise.

Task2

You can begin the meeting by saying, 'OK, then, are we ready to begin? Why don't you start, 'Student B'?' Make sure everyone in your group has a chance to talk.

At the end of the meeting, summarise your group's ideas. Say, 'OK, to sum up, we decided that ... :

After you have read and understood your role, go to Task 2 on page 23.

A n

Planning team A Task 1

Your task is to p lan what kinds of shops and restaurants should be invited to open on the ground and first floors of the hypermarket. Some guidelines are given below.

• There are two units on the ground floor next to the supermarket.

• The first floor will be a large rectangle, with room for 20 units (individual units can be combined to make larger shops if needed).

• The hypermarket will be built on the edge of the town; most people will drive ro the site (there will be free parking next to the shop).

• Because the main {ground floor) will be a supermarket, you want to attract families who will come to do their weekly food shopping.

• People who come to the cinema will probably wanL to eat quickly.

• The supermarket wi ll sell local food, but will also sell French foods (such as cheese and wine). The supermarket should have more of a 'luxury' tmage than most supermarkets.

After you h'ave read and understood the information here, go to Task 2 on page 29.

-~

UNITS 3 and 4 Get Ready for lmernational Business

1arke

~ IERRE I!] UCHAINE

JUS 'I BOOK.~

0

In business tasks

• ody Ia 1guagc til 19

Group A Task 1

TURKEY

SYRIA

LEBANON < ISRAEL JORDAN

IRAQ IRAN

KUWAIT BAHRAIN

QATAR

EGYPT SAUDI ARABIA U.A.E.

• SUDAN t

OMAN

Read this information about body language and gestures in Kuwait.

• Handshakes are common. Men shake hands when they greet in bmh formal and informal situations. Handshakes are less firm and last a longer ume than they do in the US and western Europe.

• Eye contact •s important. When they speak, men use direct. steady eye contact ~o let the other man know he is impor~ant. Men don·t usually, however, make d~rect eye contact with women.

• Don't use your left hand ro ear because it IS consrdered unclean. Use your right hand to offer something.

• The 'thumbs·up' gesture is ver>' ruoe in Kuwait.

• Kuwaitis move their hands and make gestures a lot when they speak. They do not, however. point dir ectly at another person.

• Showing the bottom of your fom to a Kuwaiti is nor pol1te. For this reason. do not sit cross-legged on the ground or sit with one leg crossed over another when you're sitting on a chair (because the bottom of your foot might point to someone Of\ your side). It's best •o S•t wrth both feet on the cyound.

After you have read and understood the information here, go to Task 2 on page 43.


Planning a meeting

Group A Task 2

You are the organiser of the meeting. You will send the first email. Send the email to both Band C.

1 In your first email:

• sa;, why you are writing \to find a time to meet) . ' • suggest a ume ror you to meet

• ask B to bring the report about the current website

• ask C to bring rhe photos for the new website

Today is Monday. The white spaces on the schedule below are times you are free.

Monday Tuesday Wednesday Thursday Friday

9:00

10:00

11:00

12:00

1:00

2:00

3:00

4:00

5:00

2 Wait for responses from Band C.

3 If necessary, write back to Band C to choose a new time for the meeting.

4 When the meeting time is set, send a confirmation to Band C.

After Band C have read the confirmation email, bring the groups together to do the Follow-up on page 49.

88 UNIT 7 Ger Ready for International Business In business tasks

On-the-job use off nglish

Group A Task 1

Your task is to prepare a presentation to top management on some of the results from your survey. To do this, you wil l need to think about your introduction (subject, message, outline), your body, and your conclusion (summary, message, ending).

In your body, you should use the fo llowing information:

35

30

25

~ 20 ~ 0\ II z ~ 15

10

5

0

35

30

25

~ 20 ~ 0\ II z ~ 15

10

5

-

- •

-

-

Presentations

- -- -~

'---' Current • Future

-- - -

Daily Weekly M onthly

Meetings

I _ Current • Fut ure

o _L _ __J~L___l _ _j

Daily Weekly Monthly

-

- -

Quarterly

Quarterly

.

-

·-

Other information:

• The survey was carried out on 94 employees in Asia (Japan, Hong Kong, and Korea).

• As part of the survey, employees were asked to report how often they used English to give presentations and take part in meetings.

• For future use, employees were asked to think about how their business needs w ill

change in the next 1-2 years.



90

Writing a CV

Group A Task 2

Read the information. With your group, decide what you want to include in the first part ofthe CV. Then write it on a separate sheet of paper.

JVtvr Httrv\e.' s tfe.of.fr-e.vy Sl~, -tho~ a..u W\vu .fno1As Utll W\& tfe.off

M~;t} CLd.dxe-~~ tS 00 Ae-~tCL Ave-V'UJ..e-, Al-tnn.e-hCLW\, Che.~htr-& Wlq E.-s~ Mvu

hoW\&~ vwW\kie-r ~~ 010-qj.-8-18-3~ CV\.d.. W\W W\ok11le- phoV\..e- V'UJ..W\kie-r 1s

0'78-3-q41?-4S0J-. :C heLve- -thru &W\Clil etAAre-s~&~· pCLr-tv;4e-vCL@~_)ilhGCW\CLtl.

C-CW\, ()CLZZvjv:Je.Gttqi@VJLCVJ1£.W\LUl.CCW\ (k.lht<:-h S: V..~& -the. W\vSi:) tu\.d..

vveoffr e.~"shclw®e.xe--te-r .~

:(' W\ ~.J.- 'i)eox' s old... S:'ve-~ CL r-e.a.llty vyre.a.--t ~fne.AA, kiv..-t ::(' W\ V\C1; 1'\'\0xned..

<ff&-t :t' c?jU -to -the. ~u~ O..l\ -the. i:tW\e. sv =:::-' W\ reallvy heal-thvy t1.V\ti r:'ve. v--tt

ltxcM\. ~r- w'\tL ~eot e-vre-s ;:-'W\ s f<;vt 11 t~\Che-s Wl a.v\d. :;; ~" cUxv..-t 10

~-tun.e., -tVx;~ :C IAitV\..-t -to lese. a.J.x.v..-t lrillt CL s-tc~< te. wex -the- SUJ\\~\£-r

;;; ~ -to Sxe--te.r lJt'ltve-rsr-tvy. :( will tiV\..t~h V\..&x-t ~e.Clr CV\.d.. ;;; ~-tCLr-te.dv iV\..

J-011 -:;: s-tet.r-tt.d.. d..vtVVJ E.-V\VV!tsl" Lti:.e-rCL-tv..re- CL~ CL W\Cl:Dcr kiv..-t ;;; ~wet.ppe.dv ti:

-to d.o t"tdtCL S-tv..vlte.s CL~ CL W\CL()Cr CV\.d.. vtcw E.-~ish Ltte.rCL-tv..re- tS W\IIJ W\tV\.Or

~v..k10~ . .t. Be,t'cr-.e- thCLt ;;; ~vot-t -to Se.covtd.ox~r Schcvl wld., 0-th t'crW\ e-olle.c;re.

tV\. w~ycoW\kie. C.f'roW\ .J.-00? tv .AOIO) CLAA kie-t-'ore.. thCLt ;;; k.ICLS iV\. Nwkiv..r~r ~ill

S~cvtd.ox~ se-hool (lqq8-.J.-oo?).

After you have written your part of the CV, go to Task 3 on page 63.

UNIT 9 Get Ready for International Business In business tasks

Who shOLJid we r ire?

Group A Task 1

1 You will be interviewed by Group B for a position with Asia Bank.

ASIA BANK is a young company, established six years ago to provide banking

services across Asia. It is a very: a.J:ti'.Le oropan and people who work there are g iven

a lot of resoons10 1 1ty at a young age. At the moment, the company operates in three

countries in Asia (Korea, Thai land, Malaysia), b ut it is grow1ng quickly and p lans to

expan to new countries in the next three to five years. It is looking for ..:l~e""·~oo:;;.;;~;;,;;,

for both technical and management positions.

Here are some of the questions you may be asked in the interview.

Can you tell me a little bit about yourself?

What do you hope to be doing in five years?

What sports and clubs have you participated in, and what did you enjoy or learn from them?

Why do you want to join Asia Bank?

Are you willing to work overseas? What do you think are the challenges about living overseas?

2 You will interview members of Group B for a position with Global Electronics.

Global Electronics is an international manufacturer of electronic goods. It is a traditional

company and has offices and factories all over the world. The company philosophy is 'Serving the customer.

serving the community.' Every year. it hires more than I 00 graduates for both technical and management

positions. For the first two to three years. new employees are sent to different departments to get

experience in the company's operations.

Here are some of the questions you shou ld ask during the interview.

• Can you tell me a lillie bit about yourself?

• What do you think 'serving the customer' means?

• What is your g reatest strength and your greatest weakness?

• Why do you want to join Global Electronics?

• What did you enjoy most about university I college life?

• What are the most important qualities for a good team member?



92

Group A: Pakistan Task 1

1 You are from Pakistan. You have been invited to attend the wedding of two people from the UK. Although you like them, you don't know them very well, and you are not too familiar with gift-giving customs in the UK.

With your group, discuss each of the following possible wedding gifts. Which do you think are appropriate? Which do you think are inappropriate, and why? Finally, select one to be the gift that you will give.

• a large carpet that was made by hand 1n northern Pak1stan

• a hand-carved wooden picture frame

• ill1 all-expenses-paid trip to the south of France for the couple

• c1 brass tea set with cups for eight people

• a copper vase made in Pakistan

• a gold necklace and a marching gold bracelet

• .iOO Br,ush pounds. in cash

• a copy of the Koran, bound in leather

2 The people in Group Bare British people who have been invited to a wedding in Pakistan. They would like to

discuss some g ifts with you. Tell them if the gifts are appropriate or inappropriate, and why. Below is some information about wedding g ifts and customs in Pakistan:

• Pakistanis are Muslims, who do not drink alcohol for religious reasons.

• Pigs are considered unclean animals by Muslims. Therefore. one should not give gifts that are made from pigs or that show images ot pigs.

• Money rs a ver:, common and appropnate gift. The closer you are to the couple. the more money you should give.

• Jewellery 1s a popular gift. However, 1t should be eleganr and expe11srve (for exam ole. not costurr1e jewellery or imitation gold).

• 'Reg1fting: or passing on a gift that was given w you. is considered rude. For one th1ng, there m1ght be a card inside the grft -addressed to someone else!


UNIT 11 Ger Ready fo1 lntern,1tional Business In business rasks

IC I

Group B Task 1

Work w ith your group. Study the ice-breaking activity and try it out.

Question exchange

1 Count how many people are in your group.

2 For each person, write one question on a separate card or piece of paper. Write questions that people can ask to get to know someone new. For example:

Where do you live? What kind of films do you like? Whar's your favourite flavour of ice cream? Do you have a pet?

•

Po YO(I have

a pet?

3 Each group member takes one question. Stand up and walk around to meet other classmates. When you meet, ask your question and listen to the answer. Then answer the other person's question.

4 . Then exchange questions with the other person: give that person your question and take his or her question.

5 Say goodbye and meet someone new. Ask and answer your new questions.

6 Repeat.



94

Group B Task 1

Name Halima Hassan

Nationality Moroccan

Place of birth Casablanca

Age 25

Major engineering

Interests music, cycling

Other

Name Nicole Forrest

Nationality British

Place of birth Glasgow

Age 22

Major art history

Interests sports, fashion

Other allergic w seafood

Name Peter Adamson

Nationality American

Place of birth Chicago, Illinois

Age 24

Major business management ...........

Interests volunteer work, rock climbing

Other lived in Hong Kong for 1 year (high-school exchange student)


students

• • •


In business (asks


Group B Task 1

The following are the ideas you need to express in the meeting:

Your current office is old and unstylish- and it's not very environmentally healthy! These ideas will make your office a better place:

• Plants - lots of plants. Plants help clean the air!

• No carpet. Most carpet cleaners are made from chemicals that are bad for workers' health.

• More windows. Natural lighting is beHer for people's eyes than the light from lightbulbs. (You don't know how much it would

cost to add more windows to the of'ice.)

• Your own ideas:

Task2

During the meeting, use language such as I think, In my opinion, As I see it, My point of view is that .. . to explain your ideas. Use language such as First of all, For one thing, because, since, One reason is that ... , Another reason is that .. . , Also to give reasons. Listen to other people's opinions and make some compromises if necessary.


A French hypermarket

Planning team B Task 1

Your task is to plan what kind of advertising and events shou ld be used to attract people to the new hypermarket. Some guidelines are given below.

• Next to the main build ing there wil l be an open space with a small stage for campaigns and events. The company is looking for ideas for events for the first six months (one main event each month).

• Because the main (ground floor) will be a supermarket, you want to attract families who will come to do their weekly food shopping.

• Before the store opens, the company is planning to advertise in local newspapers and on local TV.

• The hypermarket will be built on the edge of the town, most people will drive to the site (there will be free parking next to the store).

• The supermarket will sell local food, but will also sell French foods (such as cheese and w ine). The hypermarket should have more of a 'luxury' image than most supermarkets.


In business tasks UNITS 3 and 4 95

96

e e o at·ng he office

Group C Task 1

The following are the ideas you need to express during the meeting:

Your office is so old-fashioned! It's also boring. It's embarrassing when customers come to visit. These ideas would make your office look more modern:

• Sorr~e modern paintings for the wa'l. Art is expens1ve, but it will make your office look modern. elegant. and successfu . A sculpture might be exciting!

• More colour~ At the moment everything is wh1te. grey. and brown. People will fee happier if they see bright colours like yellow and orange. Maybe a colourful carpet or coloured furniture w ill look good.

• Brighter lights. When the office is really bright, people don't feel as tired. It's too bad your office doesn't have bigger windows.

• Your own 1deas: ___ _

Task2

During the meeting, use language such as I think, In my opinion, As I see it, My point of view is that ... to explain your ideas. Use language such as First of all, For one thing, because, since, One reason is that ... , Another reason is that .. . , Also ... to give reasons. Listen to other people's opinions and make some compromises if necessary.


Teleconference guidelines

Group A Task 1

INTERNAL USE ONLY

Comments from North American (US) managers

·overseas staff are too quiet they don't speak enought Somet1mes 1 wonder tf they are still theret '

'Difficult to understand some accents; a/so sometimes, there are techntcal problems with the sound quality. ·

'The bottom line is, we need to work better as a global company. and teleconferences can help! Teleconferencing is fast. effective. and cheap !'

'Overseas staff don't use teleconferencing very much- maybe they think their Eng lish is not good enough (do we need more language training?).·

Teleconferences are too long! People need to prepare before the teleconference so we can finish on time.·

HRIUS/ 17110 1 Company Confidential


UNITS 3 and 5 Get Ready for International Business In business tasks

xpla 1 n i ng body Ia r1g uagc

Group B Task 1

Read this information about body language and gestures in Sweden.

• Swedish people do not use many gestures or make large gestures when they speak.

• Direct eye contact is important.

• Business people shake hands when they meet. They do nm hug or kiss. Men shake hands more firmly than a man and a woman or two women do. Some Swedes also shake hands when they say goodbye.

• ·only close friends touch each other. Do not touch casual acquaintances on rhe arm or shoulder when talking to them.

• It's rude to put your hands in your pockets when you are talking.

• Swedish people do not stand too close together when they are talking; for example, they stand farther apart than Americans.


.. ~

UK

In business tasks

luHUANIA

BELARUS

POLAND

UNIT 6 97

Planning a meeting

Group 8 Task 2

1 A will send the first email. While you are waiting to receive it, send a short email to C. Tell C about your weekend.

2 Answer A's email.

Other information:

• You do not have the report about the current website. You think C has that report.

• Decide if you should rell that to A, or ask C to send you the report.

3 Answer other emails as you receive them.

4 A will let you know when the meeting time is set.

Use the schedule below to respond to the meeting time.



9:00 - - -

10:00

11:00

12:00

1:00

-2:00

3:00

-4:00

-5:00

After you receive an email confirming the meeting time, go to the Follow-up on page 49.

98 UNIT 7 Get Ready for International Business In business rasks

On-the-job use of English

Group 8 Task 1

Your task is to prepare a presentation to top management on some of the results from your survey. To do this, you will need

to think about your introduction (subject, message, outline), your body, and your conclusion (summary, message, ending).

In your body, you should use the fol lowing information:

35

30

25

~ 20 '<t C7l II z ~ 15

10

5

0

35

30

25

~ 20 '<t a> II z ~ 15

10

5

-

-. ...._ Current . . --.

I' -

Daily

o·'--- -Daily

Telephone ~

- - -• Future

----

Weekly Monthly Quarterly

Teleconferences

:=: Current • Future


Other information:

• The survey was carried out on 94 employees

in Asia (Japan, Hong Kong and Korea).

• As part of the survey, employees were asked

to report how often they used English to talk on the telephone and take part in

teleconferences.

• For future use, employees were asked to think about how their business needs wil l change in the next 1- 2 years.



100

Writing a CV

Group 8 Task 2

Read the information. With your group, decide what you want to include in the second part of the CV. Then write it on a separate sheet of paper .

.::CVL stx-th for~ (~008 - J.-OIO) .::C world OV\.. ~e- Vi0e-' whtch ~-VelS -the- school

~1V\..e- wri-t-tm ClV\Li di-td 0'() stx-th for~e-rs . .::C wYote- ~~e- of -the- s-tone-s)

ciiuL iVL-te-rvtws wt-th locOJ pe-ople- ClV\Li -toot so~e- photovorelphs . .::C uLe-st~d scM.e

of -the- cove-rs for the- ~iV\..e- ClS we-ll . .:C re-OJl~ m0o<tjd i-t .

.::C thiV\..l -the- 0e-st 0o0 .:C hMC tho~) wet.s worltVI.V(( tV\.. M tCe- cr~ vM wtth ~~

lAV\.Cle- whtch .:C uLiuL for Ct. fw SlAM.~e-rs whm .:C wet.s 1V\. Se-coVlciet.r'(J School (J..oos)

J..oob) ~00'7} .::C saloL ic..e- cr~ -to lid-s c;urvi the.tr pet.rm-ts ClrOlAVI..uL -tcwV\.. ClV\Li

V\.WX the- petrl. Mcrr IAV\..C..le- dJti the- clrtVIVI.q{ ClV\Li j::" cle-OJt Wtth the- ClAStO~US Ct. lot.

:C et.-te- loMts of ic..e- cr~ ~~se-1.(-' -tool

:C -tvol Ct. ~~ off et.f-te-r se-ccVlciet.r~ sc..hool -to qrd soM.e- ~-Vorl e-xpe-rtmc..e-. .:C

~rl"~eul for Ct. loc..OJ V\.wspet.pe-r CV\.. the-1r w~si-te-. .::C set.w how -th~ world ClV\Li how

-th~ plAt it OJl tova-e..the-r. :t:"t wet.s re-OJl<tj tV\.te-re-StiV\.q(-

::C' ve- 0UVL tV\. c..het.rqre- of the- UVLive-rSit'1_) w~si-te- for -the- S-t~Acim-t' s UV\.iOV\. for

Ct-0c~At Ct. <ff~r V\..OVJ too. :C se-le-c-t OJl the- photos aY\.ti -th& OXtlAJCirl ClV\Li lup tract

of ctll th& e-vm-ts 0e.tVI.V( cr~sd ClV\Li M.Ct.l& S~Ar& w& hew& pe-ople- -to -tet.t&

ptC..t~Are-s of th~ aY\.ti wn-te- Ct-0o~A-t th~. ::C tet.le- the- photos VV\<tjse-lf soM.&tiM.e-s .

.::C-t' s Ct. lot of f~AV\. ClV\Li vo-uoti e-xpe-ri-e.v\.c..e- .:C -thiV\l..



Who should we hire?

Group B Task 1

1 You will be interviewed by Group A for a position w ith Global Electronics.

GLOBAL ELECTRONICS is an international manufact urer of electronic goods.

It is a traditional compa ny and has o ffices and fact ories all over the world. The

company p hilosophy is 'Serving the customer, serving the community.' Every

year, it hires more than 100 g raduates for both technical and management

positions. For t he first two to three years, new employees are sent to different

departments t o g e t experience in the company's operations.

Here are some of the questions you may be asked in the interview.

Can you tell me a little bit about yourself?

What do you think 'Serving the customer' means?

What is your greatest strength and your greatest weakness?

Why do you want to JOin Global Electronics?

What did you enJOY most about unrversity I college life?

What are the most important qualities for a good team member?

2 You will interview members of Group A for a position with Asia Bank.

ASIA BANK rs a young company, established six years ago to provide banking servrces across

Asra. It is a very actrve company. and people who work there are given a lot of responsibilrty at a young

age. At the moment. the company operates in t hree countries rn Asia (Korea, Thailand, Malaysia). but it is

growing quickly and plans to expand to new countries in the next three to five years. It rs lookrng for new

graduates for- both technical and management positions.

Here are some of the questions you should ask during the interview.

• Can you tell me a little bit about yourself?

• What do you hope to be doing in five years?

• What sports and clubs have you participated in, and what did you enjoy or learn from them?

• Why do you want to join Asia Bank?

• Are you wil ling to 'NOrk overseas? What do you think are the challenges about living overseas?



102

Choosing a wedding gift

Group 8 : British people from the UK Task 1

1 You are from the UK. You have been invited to attend the wedding of two people from Pakistan. Although you like them, you don't know them very well , and you are not too familiar with gift-giving customs in Pakistan.

With your group, discuss each of the following possible wedding g ifts. Which do you think are appropriate? Which do you think are inappropriate, and why? Finally, select one to be the gift that you will g ive.

• a set of eight crystal wine glasses

• a large framed photograph of a typical English farm, with horses, cows, pigs, and chickens

• a china tea set with a teapot and five matching cups

• an antique Bible

• two gold wristwatches, one for the bride and one for the groom

• a wedding gift that was given to someone in your fami ly, that unfortunately arrived roo late for the wedding. You're not quite sure what is in it. because it is still wrapped, but it is clearly expensive and comes from a luxury store

• 200 British pounds, in cash (converted to rupees, the local currency)

2 The people in Group A are Pakistani people who have been invited to a wedding in Britain. They wou ld like to d iscuss some gifts with you. Tell them if the g ifts are appropriate or inappropriate, and why. Below is some information about wedding g ifts and customs in Britain:

• Houses are not large, so it's best not to give very large gihs.

• Gihs that the couple can use for their new home are appreciated.

• Money is not considered a good wedding gih because it is impersonal.

• British people are interested in crafts and objects from other countries.

• British people belong to many different religions. Some are not religious at all. Therefore, religious gifts are not appropriate unless you know the couple well and are sure of their religion.

• A gift should be something both the husband and the wife can enjoy.

• Gifts should not be too expensive.



•

An ice-breaking session

Group C Task 1

Work with your group. Study the ice-breaking activity and try it out.

Informat ion exchange

1 Sit in a circle. Choose one person to go first.

2 The first person says,

My name is Oake). !like (swimming), but 1 don't like (baseball).

3 The person on his left goes next, and says,

His name is Oake). He likes (swimming), but he doesn't like (baseball).

My name is (Lia). I like ~istening to music), but I don't like (singing).

4 The person on her left goes next, and says,

His name is Oake). He likes (swimming), but he doesn't like (baseba!Q.

Her name is (Lia). She likes ~istening to music). but she doesn't like (singing) .

My name is ...

5 Continue around the circle. If someone forgets, other class members can help out.


In business tasks . ~- .. - . . . . - . "' u N r:r 1 . : . · · ' ~. . ~ .. 103

104


Group D Task 1


Your current office is too noisy! In addition, the furn iture is not very attractive. Here are your suggestions:

• Get a thick carpet. Then you won't hear chair noises and people's footsteps.

• You can hear noise from the street through the w indows. Maybe the w indows can be removed, o r covered with thick curtains.

• Buy new furniture. Any style is OK, but you don't like sw ivel chairs (chairs that can turn). They make a lot of notse, and they're not attractive.

• Your own ideas:

Task2

During t he meet ing, use language such as I think, In my opinion, As I see it, My point of view is that ... to explain your ideas. Use language such as First of all, For one thing, because, since, One reason is that .. . , Another reason is that ... , Also ... to give

reasons. Listen to other people's opinions and make some compromises if necessary.


Teleconference guidel ines

Group B Task 1

INTERNAL USE ONLY

Comments from Asian managers

·'It's not clear what we have to do after the teleconference. We need to confirm our decisions and next steps before we finish the meeting. ·

'Good for communication with other people. To be more effective, someone should send a summary by email after the meeting.'

'American managers talk to each other about sports and tell jokes. Because we are not native speakers. it is difficult for us to join the conversation. ·

'When everyone speaks at the same time. it is difficult to understand. ·

'The teleconference always begins late at night, and I am too tired to speak English at that time! '

HR/ASIA/17110.2 Company Confidenti al


~ . .. ~

U N ITS 3 an d. S Get Ready for International Business In business tasks

Explaining body language

Group C Task 1

Read this information about body language and gestures in Ukraine.

• • Men in Ukraine always shake hands when they meet, but women do not. In formal business situations, a woman does shake hands with a man. The woman should offer her hand first, however.

• Ukrainians make direct eye contact when they speak ro each other.

• Ukrainians stand a litrle closer to each other when talking than most Europeans.

• The 'thumbs-up' gesture means that the person approves of something or that something is good

• Friends usually kiss two or three times on the cheeks when they greet. They do not touch each other much, however, while they are talking.

• Putting the thumb and forefinger together to make a circle is a very rude gesture.

• It's not polite to sit with one leg crossed over another.


- .

In business tasks

RUSSIA

TURKEY

UNIT 6 105

•

c

Group C Task 2

1 A will send the first email. While you are waiting to receive it, send a short email to B. B's birthday is tomorrow.

2 Answer A's email.

3 Answer other emails as you receive them.

4 A will let you know when the meeting time is set.

Other information:

• You do not have the photos for the current website. However, you can describe w hat they w ill look like.

• You have the report about the current website.



9:00

10:00

11 :00

12:00

1:00

2:00

3:00

4:00

5:00 •

Aher you receive an email confirming the meeting time, go to the Follow-up on page 49.

' 106 UNIT 7 Get Ready for International Business In business tasks

Or l 1 (l-j 0 b ll s ish

Group C Task 1

Your task is to prepare a presentation to top management on some of the results from your survey. To do this, you wil l need to think about your introduction (subject, message, outline), your body, and your conclusion (summary, message, ending).

In your body, you should use the following information:

80

70

60

50 ~

<t 0'1 II 40 z

~

<t 0'1

30

20

10

0

80

70

60

50

II 40 z

30

20

10

-

--

-. -

~

f- .

' I

Daily

Daily

Email (Writing) -

....... -- 0 j Current D Future

·-

n , ! ~


Email (Reading)

0 Current • Future


Other information:

• The survey was carried out on 94 employees in Asia (Japan. Hong Kong and Korea)

• As part of the survey, employees were asked to report how often they used English to write emails and how often they read em ails

in English.

• For future use. employees were asked to think about how their business needs will change in the next 1- 2 years.



108

In •

- USI ness Writing a CV

Group C Task 2

Read the information. With your group, decide what you want to include on the last part of the CV. Then write it on a separate sheet of paper.

:C -thiN'_ :C' W\ pre--t-t~ q;-vodv wt-th M~V\ptA-tD's. :C e-M (}..$& Ad.tJ'oe- Pho-tosJ-XJp1

Po.qre

J\!Iat.D' OJt\.ti Dr £0)\'\ltJe,Q_ve,r Oh CLv\d., :C u.seri Arlo'V.Je- :C"ll~-tra,-tor 1vt. a, c.,la,ss :C -toot

l().,s{; ~)etlr Of MtArS&) :C WA -t~e- -too. :C"'W\ ~ cowdv a,{; ~es Ovt. W\~ PC,

_:( WJ'L (}..S>IdUl~ Wlvt. ().,{; SIV~& p~&r W\ISSiOV\S CLv\d., 011\.livt.e.- W\lA.lttplruz)€-rS.

:C luv& spart1 e-sp~tCUl~ rtAq}0!ff· :C" VJ().,S cvt. -the- r~~) -t~ 1vt. W\~ s~ovt.dva,y~

SC-hool Md., VJ& t.vOvt. {;he, C.,O()..Vlt~ ttMlS IV\. J.-008 :C' lit& _f'oo-tf.oa,ll Md., C-rie-te-{; -too1

-tho~ :t''W\ V\.0-t W\(}..c.,h c:yvcdv a,{; e-ne-t&-t.

~~~~~~.~·~>' :C"'W\ real\~ or~seri. ::C -thiV\L {;ha,-t's a, s-tr~h.

M'U l~tlA.rD' SClVcJ-> :t" p~ a, lvt of a,-t-t&vt.-tiovt. -to tiekc;U\ a.ruL :C" YJOrt hclrti. :C qre--t

'ocred.. It -the, VJort ts -teo &a,s~ :C lite, a, <:-lra.ll~e-1 '11raJ's ~e, :C'W\ v&r<cr

W\otiva--ted... SoW\e-tiW\&S :C'W\ V\.0-t ve-r~ pa,-ti&vt.-t w1-th othex- pe-ople,. :C -thtvtt. .::C" lrave-

a, qrwdv smse, of ~W\utA.r -the~. :C t0d- SpM!sh for ftve, ~etlrs a,{; Se.e,oV\d..ox-<cr . SC-hool1 'o(}..t :C wa,svt.' -t reoll4_) -thcl-t ~d- a,-t tt.

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he-r& a,.t; f.xe--te-r c.,a,\lue 1B~ Sttvt.' VJhtc:,h VJOvt. -the- pnze- for 'oe-s-t s-t~A.tie-vt.-t

ttlW\ tV\. J..OII.


UNIT 9 Get Ready for lmernarional Business In business tasks

f o ali

Group E Task 1


The biggest problem in your office is the furniture. It's not comfortable, and employees have tight shoulders and sore wrists from sitting in chairs that are the wrong height. Here are your ideas for better furniture:

• Modern desks wtth sltde trays for computer keyboards.

• Comfortable desk chairs that can be raised and lowered. You especially ltke swivel chairs (chairs that can turn) and that have wheels. It's easy for people to move around with that type of chair.

• No carpet. Chair wheels won't work on carpel.

• Your own ideas:

Task2

During the meeting, use language such as I think, In my opinion, As I see i t, My point of view is that ... to explain your ideas. Use language such as First of all, For one thing, because, since, One reason is that ... , Another reason is that .. . , Also ... to give reasons. Listen to other people's opinions and make some compromises if necessary.


• •

r le onferer I t l ll J I (1

Group C Task 1

INTERNAL USE ONLY

Comments from European managers

'If there are a lot of people somet1mes I don't know who is speaking ·

'American managers speak too qwckly. It 's difficult for non-native speakers to understand whar they are saymg. ·

Teleconferences are too long' To be more effect1ve. we should make a t1me lim1t ·

American managers often change the top ic in the meetmg They don't stay on the agenda - this makes it diff1cult to understand what we are talkmg about. ·

There is no follow-up. We don ·t know what has been decided or what our next steps are ·

t 1 E S

HR/EUROPE/ 1 7 1 10.3 Company Confidentia l


In business tasks UNITS 3 and 5 109

110

® practice LISTENING: A Photographs

· , 2.32 Listen. Then choose the sentence that best describes the photo.

1 (A) (B) (C) (D) 2 (A) (B) (C) (D)

B Sentence - Response

2.33 Listen. Then choose the best response to the sentence you hear.

3 (A) (B) (C)

4 (A) (B) (C)

5 (A) (B) (Q

6 (A) (B) (C)

READING Sentence completion

Choose the best word to complete each sentence.

7 I'd like ro our new 9 receptionist. originally? (A) say (A) What (B) graduate (B) Who (C) tell (C) Where (D) introduce (D) Why

8 I'm sorry, what was your name 10 I've never ? (A) try

(A) again (B) tried (B) too (C) trying (C) yet (D) have tried (D) there


are you from

skiing.

11 John, - like you to

meet Tina. (A) I've (B) I (C) lam (D) I'd

12 how do you usually rheice?

(A) make (B) break (C) meet

(D) join

® practice LISTENING: Short conversations and talks

2.34 Listen. Then answer the questions.

1 Who is the woman probably talking to? 4 What does the woman say about Chicago? (A) The company's customers (A) She's never visited it before. (B) The department manager (B) She doesn't know it well. (C) Customer service staff (C) She doesn't like big cities. (D) People interviewing for a job (D) She lived there for a few years.

2 How many parts does the presentation have? 5 What is the woman going to do first? (A) One (A) Have lunch (B) Two (B) Go shopping (C) Three (C) Visit a museum (D) Four (D) Watch a baseball game

3 What is the woman going to talk about first? 6 Where is the man going to meet the woman? (A) The order process (A) At a restaurant (B) The number of complaints (B) In a museum (C) Some good news (C) At her apartment (D) Some background information (D) In front of a shop

READING: Passage completion

Read the passage. Choose the best word to complete each sentence.

To: All sales staff From: Marcia Romero subject: Cutting travel costs

Here is a report about the three 7 (A)

(B)

(C)

(D)

that we areas places business visions

8 at the meeting on Friday about saving money on

(A) changed (B) expanded (C) talked (D) covered

business trips. The first was t1ming- please read the report carefully to see which are the cheapest days to

travel. After

9 (A) talk

10 (A) that (B) later (C) next (D) then

(B) subject (C) vision (D) background

, we talked about using the company car or the train instead of flying. 1 1

,we (A) Conclusion (B) End (C) Finally (D) After

discussed when to use a conference call or videoconference instead of a business trip. Please take some time to study the report about the ideas we've had so

12 (A) much (B) often (C) far (0) on

Marcia Romero Assistant Manager, Sales Dept.

TOEIC* practice UNIT 2 1 1 1

112

LISTENING: A Photographs

· 2.35 Listen. Then choose the sentence that best describes the photo.

1 (A) (B) (C) (D)


I":""

J . , ... -..)0 -

/ _,

:f' ,I

2 (A) (B) (C) (D)


3 (A) (B) (C) 5 (A) (B) (C)

4 (A) (B) (C) 6 (A) (B) (C)



7 Let's look at three - - - 9 We didn't a areas. consensus. (A) full (A} reach (B) main (B) take (C) factor (C) do (D) space (D) make

8 First of , we need a 10 Let's two main larger space. issues. (A) most (A) exam (B) one (B) examined (C) all (C) examination (D) then (D) examine

UNIT 3 Get Ready for lnternat1onal Business

I

11 We'll consider we can spend more money. (A) whether (B) until (C) that (D) since

12 We need to deode when the training

(A) was (B) is

(C) will be (D) has been

® practice LISTENING: Short conversations and talks

[ · : 2.37 Listen. Then answer the questions.

1 What are the people talk1ng about7 (A) How to save more money

(8) The1r company's website design (C) Some reasons for custorr1er complaints '0) Writing a company report

2 What does the woman say about offering d iscounts? (A) She doesn't understand it. (8) She wants to ask other people first. (() She doesn't think it's a good tdea.

(0) She likes the idea very much.

3 .Vhat does the woman say about photographs? A) There should be more of them.

(8) They're difficult to see

(C) They're too expenstve. (0) They should be moved to another place.

READING: Reading comprehension Look at the graph. Then answer the questions.

Sufficient salary

Regu1ar ra:ses

Opportunities ~or promotion

Opporturut-es for adO• nona rrain,ng

Ho"days very important Comfortable office environment important Short commuting ttme somewhat •mportant Friendly co-workers not Important Addi\IOnal workplace facilit'es

7 What does the graph show? (A) How much money is spent on different facilities (B) What employees value abour their workplace (C) That most employees are satisfied (D) How to hire the right type of employee

] ()qb

61 1M>

4Mb

35%

23%

17%

20%

25%

12'11>

8 What percentage of employees consider holiday time to be 'important'? (A) 11% (B) 12% (C) 23%

(D) 51 %

4 When does the woman's section have a general meeting? (A) Every morning

(8) Every Monday (C) At different times (D) Twice a week

5 What do the woman's co-workers think about meetings? (A) They aren't very useful.

(B) They last too long. (C) They are bener than using the phone. (D) There are too many meetings.

6 What does the woman say about teleconferences? ,A) They are better than email.

(8) They're a good way to discuss problems. (C) They arer·r as good as face to face meetings.

(D) They are more efficient than working alone.

' ' ' ' I I I - ' ...__~(CIIt.=..=of:..:e:::.::~ who reted tfle cetegories)

19% 8% 3

25%

33'1b

42%

51% 12'1b 14'1b

31% 25'\b 27<1b

26% 16% 38'1b

30% 3S'Ib l()qb

15% 33%

9 Which of these categories is the least important to the largest number of employees? (A) sufficient salary (8) comfortable office environment (C) short commuting time

(D) friendly co-workers

1 0 What is true about regular raises?

(A) They are very important to more than half of the employees.

(B) They are not as important as opportunities for promotion.

(C) They are not important to 10% of employees. (D) They are the most important issue for employees.

TOEIC• practice UNIT 4 113

114


· • :z.38 Listen. Then choose the sentence that best describes the photo.

1 (A) (B) (C) (0) 2 ,A) (B) (C) (0)

B Sentence - Response • ·. 2.39 Listen. Then choose the best response to the sentence you hear.

3 (A) (B) (C)

4 (A) (8) (C)

5 (A) (B) (C)

6 (A) (B) (C)



7 I him your message. 9 Just a moment. I'll

8

(A) gtve your call. (B) will g ive (A) transfer (C) am g iving (B) exchange (D) giving (C) change

I'm sorry. I can't __ _ you. (A) listen (8) speak (C) talk (D) hear

10

(D) repeat

Can you speak more (A) slow (B) slower (C) slowly (D) slowing


11 Ms Creswell is on another

(A) message (8) line ((} desk (D) holiday

? 12 Can you say that ? . . (A) another (B) later (C) again (0) out

T:: EIC® practice LISTENING: Short conversations and talks [ • 2.40 Listen. Then answer the questions.

1 What is the man looking for' (A) A park (B) A park•ng lot (C) A hotel (0) A post office

2 What does the woman tell him? (A) It's too far away to walk to. (B) She knows where the park is. (C) She is also lost. (D) He should ask another person.

3 What should the man do first? A) Turn left.

(B) Go up the street. (C) Turn at the corner. (D) Turn right.

4 Where could you hear this announcement' ,A) In a restaurant (B) On an an plane (C) In a store (D) On the radio

5 How many d fferem sizes of rooms are there? (A) One (B) Two (C) Three (D) Four

6 What facil ty IS NOT mentioned? (A) A casual restaurant (B) A gym (C) Conference rooms (D) A coffee shop

READING: Passage completion Read the passage. Choose the best word to complete each sentence.

K(711Vfl

Here a re some points to keep in mind wh en traveling to Kenya on business: Kenpns stand together than most \Vcstcmcrs, especially in lines or when they are

7 (A) closE: (B) closely (C) clos1ng (D) closer

haYing com·ersauons.

As in the West. shaking hands is , especially when meeting and beginning a discussion. 8 A) unusual

B) accidental (C) common (D) famous

A Kenyan handshake mny last longer than a Western one. however.

e In general, Kenyans usc a lot of for emphasis when they speak. They also maintain direct 9 (A) gestures

(B) directions (C) blocks (D) intersections

eye contact, at least between people of a similar status. liowe,·er, you shouldn't point direct!)' at a Kenran ,.,ith your finger. as thts is considered

1 0 (A) fr~endly

(8) rude (C) lost (D) polite


T: ~ El ® practice LISTENING: A Photographs

·, 2.41 Listen. Then choose the sentence that best describes the photo.

1 (A) (B) (C) (D) 2 (A) (B) (C) (D)


' · 2.42 Listen. Then choose the best response to the sentence you hear.

3 (A) (B) (C) 5 (A) (B) (C)

4 (A)(B) (C) 6 (A) (B) (C)



7 please find my report. 9 We had a very (A) Attach meeting. (B) Attached (A) produce (C) Attaching (B) product (D) Attachment (C) produced

8 I look forward to hearing (D) productive

you. 10 I'm writing to a (A) from brochure. (B) to (A) ask (C) with (B) request (D) for (C) hear

(D) invite

116 UNIT 7 Ger Ready for International Business

11 My mailbox is too

(A) safe

12

(B) free (C) complete (D) full

I'm not sure how ro ____ _ this problem. (A) call (B) answer

(C) solve (D) do

® practice LISTENING: Short conversations and talks (· 2.4 3 Listen. Then answer the questions.

1 What is the purpose of this talk? (A) To end a presentation (B) To begin a presentation (C) ro answer some questions (D) To explain some data

2 How many areas did the woman talk about? (A) One (B) Two (() Three (D) Four

3 /hy does the woman suggest making some changes? A) To improve sa1es

(B) To save money (C) To assist customers (D) To benefic the European offices

READING: Paired reading Read the form and letter. Then answer the questions.

4 When does this conversation tdke place? (A) Dunng a presentat on (B) On Fnday (() Before a talk (D) A her a lecture

5 What does the woman th1nk about presentation sohware? (A) It's difficult to use. (B) It's convenient for the audience. (() It slows down the presentation. ('")) It isn't as conven e11t as cl handout

6 Jt>at as the Man go1ng to do? 1 ~) Ask h s audience SOI'1e questaof"'s (B) Prepare some sl1des (C) Give the audience a document (D) As!< the woman for some help

Steven Chu.n~ V'dobe,... 4 Setf-eva.lu.a.fion I think my I I ·

Student: .Ste.ve.n Cnu.~ Class: SA 101 Date: October 3 J . p-ese.n a. zon. wen I p-e fly

well. dzd a. lot of a"~-~ · J lea.,.. ,...~c.h, a.nd

Presentation title: Mrcro.ftnar>e...rntj

Content Main idea Examples

Excellent Strong ./

Organisation ./

Introduction Ve.r..:l .9ood! Body ./ Conclusion rrans1tions

Delivery Speed Volume ./ Clarity

./

./

Fair Needs improverr

ex n~d a. lol. Mzcrofna.nc.e is 11Clrd lo pkun, bu. I I I.-zed lo rna.'- - ;I I U r I ><.e ' c. ea.,....

nTOt'" \.lna.le~. I tOt-sot lo sive lwo of ~y ex.a.rn pies. If I ha.d ,...ernernbe,...ed

behern, rny p-esenla.fz'on wou.ld ha.ve

en s/,...on.oe,... Bu I I lhink - · · ,_ J " LY rna.zn

toea. wa.s sfz/1 c.lectl".

{. I wrole a.n ou.lline a.nd u.sed ll,a.t or :n-Y o,...sa.nisa.lion.. I f,...z·ed to ha.ve

a.n znl&eslins inl,...odu.dion. a.s y rec.orn ded · ' ou. rnen zn c.la.ss. I a./So I.-zed lo u.se lr.e lra.nsdion.s Ina. I you. Ia. . I I u.sh ·

wa.s v&y n&vou.s, bu.i I lhink I spoke slow~ ond c.lea.r~. £v&yboc:J c.ou.ld hear rne, loo. ~

Ne)C. I lzrne I ·11 -'- _

Overall grade: b· Dr 8 Ma r ttn iha.l I ' , wz 1'11u.><.e nole c.ctl"ds So

cion I fot"set a.ny of rny exa.rnplesl

7 What is the purpose of the form? (A) To plan an investigation (B) To examine a business topic (C) To organise a presentation (D) To evaluate a student's performance

8 Why did Steven Chung give only one example? lA) Only one was relevant. (B) He didn't do enough research. (C) He forgot to mention some more. (D) More were not necessary.

9 What did Steven and Dr Martin disagree about? (A) The introduction (B) The number of exarnples (C) Transitions ~D) Speed of delivery

1 0 What are Steven's plans for a future presentation 7

(A) To speak more clearly (B) To use some written notes (C) To choose a d.fferent top1c (D) To be less nervous


118


l 2.44 Listen. Then choose the sentence that best describes the photo.

1 (A) (B) {C) (D) 2 (A) (B) (C) (D)


' 2.45 Listen. Then choose the best response to the sentence you hear.

3 (A) (B) (C)

4 (A) (B) (C)

READING

5 {A) (B) (C)

6 {A) (B) (C)

Sentence completion


7 She documents from 9 I think he's the perfect Korean to English. (A) transferred (A) choose (B) translated (B) chosen (C) transmitted (C) ChOOSing (D) transformed (D) choice

8 I was responsible 10 She didn't checking inventory. address on her CV. (A) for (A) make (B) about (B) include (C) with (C) use (D) after (D) format

UNIT 9 Get Ready for lmernarional Business

her email

1 1 Put your starus on a French CV. (A) marriage (B) marry (C) married (D) marital

12 We had over 60 for the job. (A) applicants (B) positions (C) degrees (D) interviewers

EIC® practice LISTENING: Short conversations and talks

( ·. 2.46 Listen. Then answer the quest ions.

1 What does the man ask about fi rst? (A) The woman's first JOb (B) The woman's interests (C) The woman's background (D) The woman's qualifications

2 What was the woman's major in college? (A) International Relations (B) Spanish (C) Tourism (D) Business

3 What does rhe man probably th1nk about the woman? (A) She isn't qualified. (B) She should get the job. (C) She speaks Spanish well. (D) Her education is very good.

READING: Reading comprehension

Read t he CV. Then answer the questions.

7

8

~'vll n ·v ,..,n .r 39 Denver Road. Glasgow, G42 L 19 Phone: 07924<~51 -3120 Email: [email protected]

Education: BA Communication. Central Glasgo·w University (2010) Specialised in global media and in temational marketing.

Expel'ience: • Administrative Assistant, Central Glasgow University,

Glasgow, Scotlru1d. UK (September 2009- June 2010) Worked in the registrar's office. Answered phones and typed business corrcsponclencc. Maintained records and databases. Organised and set up meetings and special events.

What did Mary Wagner do in 20 10? (A) Learned Spanish (6) Taught some classes (C) Worked in a de mal office (D) Graduated from university

When did she coach a swim team? (A) In 2005 (B) From 2007 ro 2008 (C) The summer of 2009 (D) During her four years in college

4 What is the man talking about? (A) His previous experience (B) His strengths and weaknesses (C) The kind of work he likes (D) His goals for the future

5 What does the man say about working with other people? (A) He likes working in teams. (B) He prefers to work with a partner. (() He is too shy around other people. (D) He is more efficient working alone.

6 How is the man improving his technical skills? (A) He is practicing every day. (B) He is reading some manuals. (C) He is working w1th other people. (D) He is taking some classes.

• Swimming Teacher. Glasgow Sports Centre June 2009 -September 2009 Responsible forgiving s·wimming lessons and coaching a local children's swimming team.

• Graduate Assistant, Spanish 10·1, Central Glasgow University September zooa - June 2009 Assisted Professor with beginner's language class. Responsible for marking test papers. Also taught some classes.

• Receptionist, Dr Gary Keirn. Central Glasgow Dental Practice September 2006- September 2008 Worked in a busy dental practice. Answered phones and greeted patients. Assisted with record keeping and filing.

Skills: • Familiar with Windows and Mac operating systems and

stan dru·d word-processing and database software • Excellent writing skills • Fluent Spanish, conversational French

9 What kind of job experience has she NOT had? (A) Sales clerk (B) Teacher (C) Office helper (D) Receptionist

10 In what job did she use her Spanish skills? (A) Administrative Assistant (B) Swim coach (C) Graduate Assistant (D) Receptionist

TOEIC" practice UNIT 10 119

120


. 2.47 Listen. Then choose the sentence that best describes the photo.

1 (A) (B) (C) (D) 2 (A) (B) (C) (D)



3 (A) (B) (C)

4 (A) (B) (C)

5 (A) (B) (C)

6 (A) (B) (C)



7 Those calendars aren't fancy 9 Some people think opening a gift

8

'

(A) too (B) so (C) enough (D) very

You should avoid food to a dinner party. {A) bring (B) bringing (C) brought (D) to bring

-- 10

right away looks too _ . (A) fragile (B) ordinary (C) fancy (D) greedy

Don't give them gifts made leather.

(A) about (B) out (C) from (D) in

UN IT 11 Get Ready for International Business

•

11 I '11USt

(A) apology (B) apologise (C) to apologise (D) apologies

1 2 That's OK. Please don't

about it (A) worry (B) understand (C) rece1ve (D) accept

T:: EIC® practice LISTENING: Short conversations and talks

[ · ' 2.49 Listen. Then answer the questions.

1 What IS the man asking about? 4 .Vhat is the purpose of the man's talk? (A) The woman's educanon A) To explain a difference between two cultures (8l The woman's hopes for the future (8) To descnbe a trip he has raken (C) The woman's qual fications (C) To explain d difficulty he had while traver ng (0) The woman's travel plans (0) To expi<Hn wh1ch culture he likes best

2 What does the woman want to do? 5 What does the man say about cafes in Morocco? (A) Continue doing the same JOb (A) The}' are very high quality. (8) Get some additional tra1ning (8) They are difficult to work in. (C) Stop travelling so much (C) They are places for socia meeungs. :Ol Work on some different projects '0) They are not very common.

3 vVhat is i:he man going to do? 6 vVhat does the man th1nk about Arab culture? A) Give her a saoary raise ,A) It isn't very different from American culture

(8) Complime'1t her strengths (8) He hasn't had enough experience With 11. (C) Recommend her to another person (C) It is d.fficult to understand. (0) Arrange for further training (0) He likes its emphasis on friendship.

READING: Passage completion Read the passage. Choose the best word to complete each sentence.

To: From: '

•• .L .. .. :r .. • • • ' . • • •

Date: • 9 \) skills Subj ect : ··r1·r· .... ~· - - - - ..._

l . :B) goa s (C) performance

I >, ::u- A t~. II. (0) feedback

• I 1. i'v• ~ t--' r·~ .-1.... c: "' 11 !' ..... !:'~ .... 1 v•! t, "· /IJ ~ ;r- .... y •

y 4 \

h· : ...... w A~ v cc • ,]

• J i

7 lA) intern tB) internal (C) interned (0 ) internship

11 •" • .. .. ..1 - .

1 ~t ~r·-"-t'" ............ J .~.I tl · . · r.. .. vf' .. ·;,· • .~. T J!st- :·: 1 '\ ,"11'" ' y : ··1 !"" 1'- -.- :l~g .... . •,'-U .:5t-:!~ : ·1, IL. L-!.t ~ ll· -. ... l l t- ' ~-_Tl , l .. :~r>:" 1 y

. 'J 1· . • i ,., ··y a.· ·· ''t. r Kn w .v • 8 (A) examples

(8) excellence (C) expectations (0) existence

cnr. . ry • • ~

10 (A try Its 'neet (() go to (0) work

t i V\.

,~ . ) _.. ---«. ,.,.. .. .._

... ,., v ' I 1.",. h· P- : .. r ctr1 r- T "1 .. '·1--, 1..1

~ 1"1 .. ·1 · • f'l~as,.:.. ::....~'-(\' ... 11 L 1 ·' •

,- ·- •

TOEIC• practice

' o I i • , I ... v '--'j • l"• .. .. • Y ..

UNIT 12

l

1

121

122

Here is some of the language used in this book for key performance areas. Use these pages as a reference when you take

part in meetings, give presentations, write ema ils, or make and receive telephone calls.

1 Language for meetings

Open ing a meeting

Is everybody here?

Let's get started.

Can we begin?

Ler's begin the meeting.

Focusing the discussion

We need to decide . . .

We have to choose .. .

We have ro discuss .. .

We need w talk about ...

Let's consider . . .

Let's discuss .. .

Let's focus on .. .

Let's exam!ne .. .

Making and responding to suggestions

Why don't we ... ?

We could ...

How about (+ing) ... ?

Great!

That's an idea, but ...

That would be great!

Asking for opinions I ideas

We haven't heard from (Peter) yet.

What do you rhrnk (Amy)?

Does everyone agree?

What do the rest of you rhink7

Does anyone have any ideas?


Giving and supporting opinions

I think ...

In my opinion ...

As I see it ...

If you ask me ...

My point of view is that .. .

The main reason is that .. .

For one thing ...

Anmher reason is that ...

One issue is that ...

Agreeing and disagreeing

No, we can't do that.

I don't agree.

No, that's a bad idea.

No, we can't do that.


I'm not sure that will work.

I'm not sure about that.

We could do that, I guess.

That's possible, I guess.

That's a good idea.

I like that idea.

I agree with you.

That's a great idea'

I agree. Excellent!

Managing time

Let's move on w ... Can we come back to this later?

Let's come back to this later.

We're short of time, so let's ...

We are running out of time here.

Shall we rake a short break?

Asking for clarification I confirming

I'm sorry, I don't understand.

What do you mean by that?

Can you give me an example?

I'm sorry, can you explain that a licle more7

Let me check that I understand. You think .. . Is that right?

Let me confirm our next steps.

Can I confirm what you said? You said ... Is that 1 ight?

2 Language for presentations

Introductions

Openings

Good morning I afternoon I evening.

My name is . ..

I work (for + company name) I (in +

departmem name).

Subject

My subJeCt today is ...

Today I'm going to talk to you about . . .

Today I want to talk to you abou t ...

This morning I'll describe ...

Message

My message today is that ...

My main point is that ...

The main thing I want to say is this .. .

Outline

I'm goirg to cover (three) areas today

My presentation is divided into (two) parts.

There are (two) parts to my presentation.

First I'll talk about ... I Afterthat ... /Then .. . I Finally .. .

OK, let's get started.

Endings I Conclusions

Summary

In summary, (I've talked about two things .. . ).

Let me summarise my presentation. (I've shown you .. . ).

In conclusion, (we need to ... )

Summarising I Closing a meeting

Let me summarise (today's meeting I our decisions).

OK. To sum up, (we agreed . .. )

Let 's go over what we've decided.

Well, then, let's review (what we've agreed on so far).

I think that's everyth1ng.

Thank you, everyone.

Thank you for your time today.

Message

My main point was ...

The main thing I wanted to say was this, ...

Ending

Thank you for your attention.

That's all the time I have, thank you.

Thank you for listening.

If there are no (more) questiOns, I'll finish here. Thank you.

Questions and answers

Asking for questions

Are there any (more) questions?

Do you have any questions?

Dealing with questions

That's a good question!

Thank you, that's a difficult question.

Thank you for asking that

I'm sorry, can you repeat your question?

I don't have that information with me, I'm afraid.

Let me check and ger back to you.

Does that answer your question?

Performance language (Review) 123

124

3 Language for telephoning

Answering the phone

H,, thiS •s (Lisa Gomez) (of (Searec) 1n (Seattle)].

Th1s is (Techno-services). How can I help you?

Asking for someone

Car. I speak to .... please7

Is .. there. please?

Saying someone is not there

l'rr ~Orr}. . . rs our of the office today.

on holiday th1s week.

not here at the moment.

in a meeting right now.

Taking and leaving messages

C.or , taKe a message? Can yOu give (her) a message?

Would you like to Can I leave a leave a message? message?

4 Language for email

Greeting

O~;;:ar Mr Mason,

Dear Susan,

Purpose

Hi Bob,

Hr!

Hey there.

I'm writing to . . . request (information on .. . ).

attacn (a copy of .. . J.

forward (an email from ... ).

invite you ro (a reception).

thank you for (your help)

Conclusion

1 hank you for your help.

!look forward ro hearing from you.

I'll see you (next Friday).

I'll call you (this weekend) .

... er me know •f you have any questions.


Please ask (her) to call me back.

Could you ask (h1m) to call me back. piease7

Can you tell her I'll call her back?

I'm sorry, can you tell me your name?

Can I have your name?

Let me repeat that. That's ... Is that right?

Let me confirm. .. Is that right?

I'll give (her) your message.

(For voicemail)

:·m call1ny to ...

I'm call ing about ...

Can you call me back?

Please ca I me back.

I'll leave a rr1essage for (him).

I'll cal you back (this afternoon).

Ending a call

Tha I. you tor calling.

Thank you. Goodbye

Closing

forma)

Regards,

Best regards.

Best wishes,

Sincerely,

(informal)

Love.

"'ake care,

Bye,

See ya,

ordlist (abb) = abbreviation (ad})= adjective (adv) =adverb (n) = noun (phr) = phrase

(phr v) = phrasal verb (plu) = plural (pre() = prefix (prep) = preposition (pro) = pronoun

(suf) = suffix (v) =verb

Unit 1 Unit 2 Unit 3

addition (n) automatic (ad}) afford (v)

background (n} benefit (n) agenda (n)

belief (n) (data) protection (n) argue (v)

campaign {n) economy (n) brochure (n)

cheek (n) efficient (ad}) cancel (v)

comfortable (ad}) energy (n) choice (n)

engineer (n) environment (n) compromise (v)

factory (n) formal (adj) consensus (n)

fit in (phr v) fuel (n) convenient (adj)

formal (adj) generalisation (n) database {n)

furniture (n) hard-working (odj) decision (n)

Hindu (n) high tech (adj) equal (adj)

hire (v) image {n) examine (v)

informal (ad}) improve (v) experienced (adj)

introduce (v) install (v) factor (n)

kiss (v) manual (ad}) focus on (v)

major (n) polite (ad}) (have) trouble (n)

make the first move (phr) punctual (ad}) issue (n)

management (n) recycle (v) promote (v)

marketing {n) reduce (v) reason (n)

mechanical engineer (n) save (v) rent (v)

online (adv) security (n) roommate (n)

originally (adv) slide (n) summarise (v)

outgoing (ad}) stereotype (n) useful (adj)

pleased (adj) traditional (adj) vote (v)

political (ad}) vision (n)

rare (ad}) waste {n)

rel igion (n) work (n)

religious (adj)

shy (ad})

situation (n)

trainee (n)

vendor (n)

Wordlisr 125

126

Unit4

advantage (n)

brainstorming (n)

break (n)

ceremony (n)

charity (n)

commercial (nJ

disadvamage (n)

employee (n)

face-to-face (adj)

font (n)

lose (weight) (v)

material (n)

off the top of my (your) head (phr)

organise (v)

out of time (phr)

over Lime (n)

problem-solving (n)

punctuality (n)

recruit (v)

respect (n)

run (v)

schedule (v)

small talk (n)

suitable (odj)

take (v)

website (n)

Unit 5

automated (adj)

beep (n)

cheaper (odj)

confidential (ad})

confirm (v)

domestic (adj)

effec rive ( adj)

extension (n)

figure (n)

finance (n)

free (ad})

give someone a ring (phr)

globally (adv)

guidelines (n)

hol1day (n)

instant messaging (n)

international (adj)

overseas (odj)

popular (odj)

publishing (n)

request (v)

reservation (n)

sale (n)

technical (adj)

teleconference (n)

(the) bottom line (n)

tone (n)

urgent (ad})

voicemail (n)


Unit 6

accidentally (adv)

acquaintance (n)

across from (prep)

apologise (v)

around the corner (phr)

body language (n)

bow (v)

bump (v)

cultural (adj)

deluxe (adj)

distance (n)

dormitory {n)

expressive (ad})

gesture (n)

1n public (phr)

inter (pref)

intersection (n)

near(est) (ad})

non-smoking (adj)

non-verbal (ad})

on foot (phr)

recommend (v)

rude fad})

shrug (v)

sightseeing (n)

single room (n)

suite (n)

touch (v)

walking (odj)

Unit 7 status (n) Unit 9 scress (n)

tlbbreviation (n) stressful (odJ) ability (n)

announcement (n) successful (OdJ) accurate (OdJ)

appreeiaw r~·, terrible (ad;) applrcant (n)

.mach (v) throw away (phr v) <.ash remster (nJ ~

anachment (n) time (n) charactenstic (n)

bee (obb) ummportant (OdJ) concentrated (adj)

BTW (abb) username (n) confuse (v)

Cc. (oiJb) waste (n) conversational (adj)

close (n) coord nate (v)

consultant (n) Unit 8

correspondence (n)

convenient (adj) curriculum vitae (n)

copy (n) analyse (v) elegant (ad))

c r c1zy ( adj) B.A. (abb) energetrc (adj)

clash (n) bullet pornt (n) enough (adv)

delay (v) colleague (n) exaggerate (v)

delete (v) combine (v} exclude (v)

chfference (n) confident (OdJ) familiar with (something) (phr)

emoricon (n) del very {n) fancy fadj)

exclamauon (n) eye contact (n) field (n)

forward (odvJ feedback fn) fluent (adj)

forward (v) findings fn) format 1v)

inbox (n) flexible (odj) gender (n)

jet laq (n) focus (v) good todj)

list (n) {ger) I.Jsed to (dorng grade (n)

misunderstand tv) SOIT'Nhing) (Odj) graduate (n)

parenthesis (n) handout (n) graphic designer (n)

password (n) rn conclusion (phr) handwrinen (odj,

personal (adj) key 'adJ) intern (n)

pretty (adv) manc~gemcllt (n} intern (v)

price (n) memorise (v) inventory {n)

productive (adj) on-the-job (odj) marital status (n)

reception (n) organrsatlon {n) mulucultural (adj)

regards (plu) part lime (OdJ) organisational (ad))

related (adj) pointer fn) patrent (Odj)

relevant (odjJ professional {adi) perfect (adJ,

re~et (v) relax (v) personal.ry (n)

response (nj slide (n) qualified (Od)l

server {n) visual a1d (nJ releva'lt (OdJ)

show (up) (v) wave (v) select tv)

srncerely (odv) translare (v)

Word list 127

Unit 10 Unit 11 Unit 12

achievement en) afra1d (odj) annual (odj)

arch1tect (n) dlcohol (n) att,rude en)

attention (n) appropriate (adj) behaviour (n)

attentive (adj) assoc1ate (v) centred (suf)

biochEmistry (n) attractive (odj) concept (n)

candidate (nJ basket (n) context (nJ

communication (n) celebrate (vJ criticise (v)

conservative (OdJ} comolimenr (n) deadline (n)

cof"'servatlvely (odv) cute (odj) direct (adj}

consrruct1on (n) embarrassed (Odf} expectation (n}

creative (adj) evaluate (v) harmony (n)

detail n) even (odj) high (odj)

flexibility (n) exchange (v) iceberg (n)

industry (n) fiancee {n) indirect (adj)

leadership (n) fragile (odj) Individualistic (adj)

manufacturing (n) funeral (n) interpersonal (OdJ)

mathematiCS (n) greedy (odj) low (odj)

medical (adj) homestay (n) motivation (n)

NGO (n) host (n) objective (n)

passion (nJ jewellery In) outstanding (adj)

reliability (n) Jewish (adj) pay attention to (phr)

research (n) Muslim (n) praise (v)

skill (n) odd codjJ review (n)

speak out (phr v) ord nary (adj) task (n)

superv1sor (n) plenty of (pro) (the) b1g picture (phr)

teamwork (n) relationship (n) value (n)

romantic fodj)

semester nl

uncomfortable (adj)

wrap (v)

128 Get Ready for lnternauonal Business

Common irregular verbs Here is a list of common irregular verbs in English with their past tense (I took the test) and past particip le (I have taken three tests this month).

Base form Simple past Past participle Base form Simple past Past participle

til: VwdS, Wt.fe beer, 1 n.Jkt.. IT' ddt.. made

become became> become mee~ met met

beqin beqan begun pay paid pa1d

break broke broken put put pur

bring brought brought re.~d re>ad read

buy bought bought ride rode ridden

catch caught caught run ran run

choo~e chost:o chosen say said said

come carre come see saw seen

cost cost cost sell sold SOld

cut cut cut send se11r sent

do dd done show showed shown

draw drew drawn s•ng sang SU'lg

dnnk drank drunk Sit sat sat

drive drove driven sleep slept slept

ei1t ate eaten speak spoke spoken

fal l fell fallen spend spenr spent

feel • re1r felt stand stood stood

fird fOu""d fouPd SWim swan' swum

fly flew flown rake> took <a ken

forget forgot forgo~en teach taught taught

get got got tell told told

g•ve gave given thii'K thought thought

go went gone throw threw thrown

have had had understand understood understood

heM heard heard wear wore worn

know knew known • WI I) won won

leave left lett wflte wrote wr.nen

lose lost lost

Common irregular verbs 129

130

Grammar re erence Verb tense review

Use the Past simple for events that began and ended in the past:

I graduated from Manchester University.

Use the Present perfect to talk about past experiences and repeated actions in the past:

I've never been to India. I've eaten Indian food many times.

Use the Present perfect to talk about actions begun in the past and still true or relevant now:

I've lived here all my life.

Use going to to talk about plans in the near future:

This weekend we're going to go to the beach.

Use going to to make predictions about the future based on present evidence:

Look at those dark clouds! I thil1k it's going to rain.

Use will for sudden decisions about future actions:

A: I'm going to walk home. B: Did you realise it's raining? A: Oh, you're right. J'll take a taxi insread.

Use will for offers:

1'11 answer the phone.

Use will to make promises or warnings:

I' ll finish that task by the end of tomorrow. Don't lend her any money. She won't pay you back.


Practice 1

1 Complete the sentences with the correct form of the verbs in brackets.

1 I (not study) (Past simple)

2 We (meet)

year. (Past simple)

abroad while I was in college.

someone from South Africa last

3 Mr Saito (stan) ____ at this company two years ago.

(Pasr simple)

4 I never (try) skydiving. (Present

perfect)

5 you ever (be) to Dubai? (Present perfect)

6 They (go) snowboarding several times. (Present perfect}

7 We __ (not finish) this document by 5:00. (going to}

8 Are you (rent) a DVD tonight? (going to)

9 It's too cold. I don't think I (go) for a walk. (wiln

1 0 Don't worry. I (not be) late. (wi/f}

Practice 2

2 Circle the correct options.

Hi I My name's Dominique Lambert. I'm from France. 1 (Did you

hear of I Have you heard of) Lyon? That's my hometown. I'm

studying economics at university. I 2 (wanted I have wanted) to

work for an international company since high school Last year.

13 (waslhavebeen) an exchange student in Rabat. Morocco.

I 4 (worked I have worked) in a bank there, too. Next summer I

5 (am going ro work I will work) part-time at a small office, doing

some accounting. Before, I 6 (wanted I have wanted) to get a job

in France after I graduate. but now I've decided I 7 (am going

tolwilf} work overseas. If I can find a job in a French-speaking

country, it 8 (is going to be I will be) easier. However, I 9 (am

going tolwiln take a Spanish class this summer, so that will

give me more possibilities for overseas jobs. If I can't find a job, I

1 0 (am going ro I wilf} travel for a few months before looking for

a job in France.

Grammar re erence Suggestions - Why don't I doesn't I We could I How about

To make a suggestion, use Why don't I doesn't, We could ... or

How about ... With Why don't I doesn't and We could, add the base form of the verb to make a suggestion. With How about, add the -ing form of the verb.

Why don't 1/ you I we I they Why doesn't he/she

L 1/You /We I He I She /They could

How about

Agree

That's a great ideal

I'd love that!

That sounds great!

OK/ Absolutely!

make a reservation for romorrow? buy a new computer? ask someone to help?

switch it off and try again. turn on the air conditioner. go to see a concert.

going for pizza tonight? advertising on the internet? calling the helpline?

Disagree

That's not a good idea.

I don't think so.


Well, I'm not sure.

l

Note: When agreeing or disagreeing with suggestions, tone of voice is very important to express how strongly you agree or

disagree.

Practice 1

1 Write suggestions for the following situations.

1 Your sister doesn't know what to buy your mother for her

birthday.

2 You and your friends have nothing to do this weekend.

3 Your club is trying to ra ise money for charity.

4 To reduce costs, your company wams to save energy.

Practice 2

2 Write a response for each suggestion.

1 How about going on a diet?

2 We could go bungee jumping next Saturday.

3 Why don't we ask our teacher for more homework?

4 Why don't we order pizza and watch TV tonight?

Practice 3

3 You are the leader of your country. What suggestions

would you make to improve these areas?

1 Education:

2 Transport:

3 Taxes: _____ _

4 Economy:

5 Other: __

Grammar reference UNIT 2 · 131

' 132

Grammar re erence Modals Need and have to express obligation- something that must be done.

A need to cr t · ''1vrr , .. llcw, ~

Yt'll don't have to L 0Yi 'utc- • _H.! .v

Should is used to make recommendations and give advice:

, .. nJ should u H i t '· (H .. '.l ~ - , , u t ,.,t- - ~ I.A. {

"..!JrJ, r,J Should lU ~ lid •: I ')[:1T It r,rr

Can is used to talk about possibility.

UNIT 3 Get Ready for lnternatronal Business

Practice 1 1 Circle the correct option.

1 You (don't need to/shouldn't) smoke indoors.

2 To apply for a visa, you (have to I can) submit six photos.

3 It's a little warm. (Can II Do I need to) open a window?

4 If you're tired, you (can ! should) get more sleep at night.

5 I want to go out with friends tonight, but I also have some work to do. I'm not sure what I (should I hove to) do.

6 rhat's a very big file. You (need to I can) compress it before you email it, or the server will reject it.

7 Where (should we I do we need ro} go for lunch?

8 Oh, it's started to rain. (Should you /Can you) give me a lift?

9 Ms Fernandes is very busy. You (don't hove to I shouldn't) try to talk to her now.

10 Our office is rather informal. You (can't I don't have to) wear a SUI[.

Practice 2 2 Match the questions 1- 7 to the appropriate answers

a- g.

1 Should we take the tram?

2 Do I need to include two copies?

3 Where can we hold the meeting?

4 Thank you for rnvrting me to the picnic. What should I bring?

5 How can we lower our costs?

6 Do you have ro work late this week?

7 Can we order more paper before Friday?

a Yes, please, and send them both to me.

b We should try to use less paper and other office supplies.

c I don't have to. bur I'd like LO. I want to get everything finished.

d A taxi will be quicker.

e How about something to drink?

f We don't need to. There's some extra paper in the supply room.

g The large conference room is available after 1 :00.

Grammar re erence Can and could Use can or could to talk about ability and possibility.

Ability

Use can or could to talk about ability in the present or the

past.

Present Past

I <..dll run tast. When I was young I could run fast

I can r finish the report today. I couldn'• finish the report last night. I was too busy.

Possibility (1)

Use can or could to talk about possible actions in the present or in the future. Use could when you are less sure or when

you want to be more polite.

We can go now.

I can meet you this afternoon.

We c dn 1ncrease production.

Can you call me tomorrow?

Possibility (2)

We could go now.

I could meet you th1s afternoon.

We cot.. 'd increase productio11.

Cot.•cl you call me tomorrow?

Use could to talk about something that is possible in the

p resent or in the future (but not certain).

I'm not sure what time they will be here. They could arrive this afternoon or eveninq.

My computer has crashed.lr could be a virus.

It <.ould rain later. Make sure you take an umbrella.

If we don't leave now we .:ould be late.

Practice 1

1 Decide whether these sentences describe ability or possibility. Circle the correct answer.

He can speak four languaqes. ability possibil ity

2 I could come and see you next week. ab1lity possibil ity

3 She had a cold so she couldn't come yesterday. ability possibili ty

4 Could you help me carry these

books? ability possibili ty

5 I don't know what happened.

It could be anything. ability possibi lity

6 If we walk or use a b1cycle. we

could save money. ability possibi lity

7 I've lost my keys. they could be in

the car or at home. ability possibility

Practice 2

2 Complete the texts with can or could. Sometimes either

word can be used.

1 My message today is that with your help we

make this school a better place for our students. We

need to make changes so that our chi ldren

study harder and

that last year we

this year I know that we

some changes we

get better results. I'm so1 ry

reach all our targets, bur

improve. What are

make? Well, we

1ncrease the amount of homework. we make

the school day longer, we reduce the class

sizes. All of these are poss1ble. People sometimes ask me if I

think we do this. My answer is s1mple- yes, we

2 Well, sir, I'm not sure w hat the problem is. It be

a software problem or it be a virus. I've checked

the cables and plugs and there's no problem there, so it

be the power supply. I

the drive but if I do that you

reformat

lose your data.

You buy a new computer, of course, but that

be expensive.

Grammar reference UNIT 4 133

134

Grammar re erence Subject and object pronouns Subject pronouns are the agent for the verb:

He is on another lil1~:.

Object pronouns receive the action of the verb:

Please giue a message to her

Subject: you he she we they ---<

Object: me you him her us them


Practice 1 1 Write the words in the correct order to make sentences.

1 me I call I please tell I back I him to

2 I'll be I let him I late I can you I know I?

3 sometime next I will see I them I week I I

4 will see I let her I her I know we I tomorrow

5 back after I call him I lunch I him I'll I tell

6 to call I her I back I you ask I can I me I?

Practice 2 2 Circle the correct pronoun.

1 Please ask (he I him) to see (we I us) as soon as possible.

2 I don't know where (she I her) is going this weekend.

3 He has worked here longer than (II me) have.

4 Can you tell (//me) your name?

5 Please give the documents to Khadija and (//me).

6 Next week, Javier and (II me) are meeting a new client.

7 Both (she and II her and me) had trouble understanding the map.

8 Let (II me) confirm the meeting time with (they I them).

Grammar re erence Direct and indirect questions Use indirect questions to be more polite or where the

subject may be sensitive. Indirect quest ions are often used in business situat ions, especially when speaking to customers or to people who are at a higher level in the company.

With indirect questions, the word order remains the same as a statement or command and we do not use auxiliary verbs

(do, does, did}. Compare the following:

Statement

Question:

lndrrecr question:

Command:

Question:

The meet.nq star l ar I 0 o'clock.

What rime du ~s rhe rnee, •I<::J sian?

Do you know what trme th~> '!leer ng ~tam?

Tell me your name.

What is your name'

Indirect question: Could you terl me your name, please?

Direct Indirect

When did you say that?

What does this mean'

How much does 1t cost?

Have you finished?

Are you busy now?

Can you tell me when you said that?

Do you know what this means?

Could you tell me how much 1t costs?

Can you tell me you have finished?

Can I ask whether you are busy now?

~where there is no question word (e.g. when, what, how) use if or whether.

Practice 1 1 Rewrite the questions to make them indirect. Use the

phrases in the box.

Can you tell me Do you know Can I ask Could you tell me

1 Where is the photocopier?

2 How do you pronounce this word'

3 What time is lunch?

4 How long have you worked here?

5 Did you recerve my email?

6 How far is rt from here to the hotel?

7 When will the meeting finrsh?

8 Who are those people?

9 Are you going to the office tomorrow?

1 0 Why d idn't they tell us yesterday'

11 How long will it take to get there?

12 Have you sent them the report?


136

Grammar re erence Expressions with infinitives and gerunds

These expressions are often fo llowed by an infinitive:

I'm writing to request" ... P f, .

I'm calling to inquire abr,u• 'l ,. 1r tt>n·.:,n,p

These expressions are often followed by a gerund:

Thank you for helping I' ~ ,,, u ec" I look forward to seeing uu T J~,,

Note: These expressions can also be fol lowed by a noun:

T•.w.. n, ), 1 help I look for .. G tnd to o•a nE'>: • meeting

These expressions are not followed by an infinitive or gerund:

I'm writing in response to yo,tr Jnx I'm calling about r - me( t IH.J next week

Practice 1

1 Tick (.I) the correct sentences and cross (X) the incorrect sentences.

1 I'm calling ro rescheduling my appointment next week.

2 He's writing to apply for the summer internship.

3 Thank you for the lovely flowers.

4 I look forward to do business with you in the future.

5 I'd like ro thank you for watering the plants in my office.

6 I look forward to talk to Mr Park.

7 She's calling us about the fire safety drill.

8 We look forward ro seeing you again in Moscow.

9 I'm writing to thanking you for the lovely gift.

10 Thank you for edit my reports.

UNIT 7 Get Ready for International Busmess

Practice 2

2 Rewrite the incorrect sentences from Practice 1 so that

they are correct.

Practice 3

3 Complete the sentences with words from the box. Two words are not used.

2

3

4

5

6

7

abbreviation attached attachment closing copy in emoticons forward greeting reply

I didn't get the sales report With your last email. Did you remember to include the ?

Don·t forget to 1nclude a before your s1gnature.

are more common in informal emails than business emails.

When you send the calendar, please

team so they also get it. the sales

It's not polite to people's emails without their knowledge and permission.

Please find my travel itine'ary

It's important to 24 hours.

to most business emails within

Grammar re erence Cleft sentences: The main thing I want to

• say 1s •••

Cleft sentences are often used in business writing and in presentations I speeches. A cleft sentence is a sentence that is d ivided into two parts. Use cleft sentences to highlight or emphasise one part of the sentence.

To add emphasis to an action we often use a what clause and the verb to be.

We need to hire more staff.

I enJOY talking to customers.:

You should practise every day.

We senr out a questionnaire.

What we need to do is to h1re more staff.

What I enjoy doing is talking to customers.

What vou should do is practise every day.

What we did was to send out a questionnaire.

Practice 1 , Rewrite the sentences using a what clause and the verb

to be.

1 We need new software.

2 I don't want to make any mistakes.

3 They have ro improve their English.

4 You need to try harder.

5 I like walking in the mountains.

6 You should stop smoking.

We can also use phrases such as the thing that, the place where, the reason why, the time when .

Th5 happened in London.

We are doina this to ~

cut costs.

The project ended on May 7th

The place where this happened was in _ondon.

The reason whv we are doing this is to cut costs.

The day when the PIOJeCt ended was May 7th.

I don't like being late. The thing that I don't like is being late.

Practice 2 2 Your friend is asking you about studying English.

Respond to his questions with your own ideas.

1 Why do I need to study English7

~· ' '" ' . 'I ti~ 'U( i= c l

2 When is the best time to study?

3 What do you like about studying English?

4 What don t you like about studying English 7

5 Why do vve need to use a textbook?

6 What is the best way to improve my vocabulary?

7 What is the best way to improve my speaking ability?


138

Grammar re erence Quantifiers: a lot of, some, much, many Use a lot of and some in affirmative sentences:

I have a lot of I some experience m sales.

Use many (for countable nouns) and much (for uncountable nouns) in negative sentences:

i haven't had many jobs. J don't have much expenence.

Note: It is also possible to use a lot of in negative sentences,

but not some:

./ r don't have a lor of experie11ce. X I don't have some experie11ce

Note: Remember that not all plural words end w ith -s (Ieeth, children, etc.}.


Practice 1 1 Complete the expressions with much or many.

1 Portuguese lessons

2 satisfied customers

3 study time

4 sales experience

5 fields of study

6 personal information

7 interesting people

8 modern office skills

9 interesting hobbies

10 spending money

Practice 2

2 Circle the correct option.

1 I don't have (some I many} personal contacts in the head office.

2 She has (a lot of! much} experience in translation.

3 I think I need (some I much) additional training before I can get a raise.

4 Our manager doesn't have (a lot of! many} money for office decoration.

5 The new job doesn't come w ith (some I a lor of) benefits.

6 Some of the candidates don't have (much I many} programming skills.

7 I don't have (a lot of I some) confidence in my interviewing skills.

8 I've had (some I much) pretty boring part-time jobs.

Grammar re erence Adjective + preposition - good at, interested in, famous for Some adjectives are fo llowed by a specific preposition. There are no general rules for this - you wil l need to learn them when you meet them. Some common examples of adjective + preposition are:

good I bad I excellent I terrible at doing something

I'm very good ilt learning new things. I'm really bad at remembering people's names.

---

excited I nervous I worried I happy about something

I'm nervous abour going to the dentist. I'm PXCitf:>d about starting a new job.

afraid I scared I proud I jealous

o• something or someone

They are pr'Jud of their son. I'm afra1d ot making mistakes. I'm scared of loud noises.

pleased I satisfied 1 with something

Are you pleased with your exam results? I'm saushed w•rh the work I have done this year.

interested in famous for surprised at

responsible for bored with sorry about

I'm sorry about the mistake. I'm sorry for being late this morning. I'm respons1ble for checking customer data. Italy is famous for good food. Are you nterested n visiting our factory?

in charge of

sorry for

Practice 1 1 Complete the sentences with the correct preposition.

1 I'm worried taking my driving test.

at w ith about

2 Are you good ____ remembering things? of at about

3 She said she was sorry the delay. about of at

4 What is your hometown famous ___ 7

of for about

5 I used to be responsible sales. of about for

6 I hope they are satisfied this. of about with

7 I'm surprised _ how long this is taking. about at with

Practice 2 2 Write some sentences using an adjective+ preposition.

1

2

3

4

5

6

Grammar reference UNIT10 139

140

Grammar re erence Quantifiers: too I enough Use too in affirmative sentences:

LVV

too

Use enough in negative sentences:

enuu~n

enough

Practice 1 1 Write the words in the correct order to make sentences.

1 pla··ns In tvv I llav'e 'Tly ofhct I loooly

2 dor t I U"le to I vo.e I have I rmish I enough

3 expensive to I is I send overn1ght I too I tile pa< kage

4 a y1ft I enough tor I p reny I arent I these tlowers

UNIT 11 Get Ready tor lntemanonal Bus, ness

Practice 2 Rewrite the sentences another way.

1 Its .oo 019

2 t s too expens1ve

he room 1sn't cool enough.

4 That shelf 1S too high

5 Th1s 'iiM 1sn't exCit ng enouqh

6 My boss IS too mean.

I h1s c:ord 1sn't long enougr

Practice 3 Circle the appropriate first or second line of the minidialogues.

1 A ch apologtse.

B· Yo s youmu~t IThorsputecryOK

2 A· I f11 really sorry. I Thor 1sn chow vv. rlo 1 t1111gs 1n my country.

B: It's all nght. I understand.

3 A: Please don't mention ic./ I fer:/ tNI ible1

13: It 'o; not a problem, really

4 A. Oh, no, I'm so sorry'

B: Please don c 'I'IOrry about tt./ Anywav. rhank you for celunq me.

Grammar re erence Agreement and understanding Showing that you understand what someone is saying is not the same as agreeing with them. Showing understanding is less direct and can make communication smoother.

Agreeing

You·re right. •

I agree with you.

That's true.

That's right.

Practice 1

Showing Understanding

I see /I understand .

I see your point.

I understand what you're saying.

I know what you mean (informal).

1 Decide whether the sentences show agreement {A) or understanding {U).

1 That's rightt We should write a letter to complain!

2 I see your point. You think that it's roo expensive.

3 That's true. What you're saying tS ...

4 1 understand. Can I ask why you think so?

5 I understand what you're saying. I agree with you.

6 I know what you mean. Why do you think that is true7

Practice 2 2 Respond to these statements with agreement or

understanding.

1 There are roo many people on the planet.

2 It is better to be lucky than rich.

3 Smoking tn public places should be illegal.

4 Money doesn't make you happy.

5 People shouldn't use phones on public transport.

6 Eating meat is w rong.

7 Think globally. act locally.

8 Recycling will not save the planet.

After showing understanding we often ask a question to clarify or confirm, or we show agreement I disagreement.

I see your point, but I think ., , f r I

I understand what you're saying. You think •, ( 'i c 1

... J r r' ,t, '"

I know what you mean '1 ";,r e irl , J 'I''. • cc rr

I understand, but the problem is that 1• ~ a· lL:..-.: lr_;. ~.. 'I •

Practice 3 3 Your manager is trying to cut costs. Respond to his ideas

with understanding, then add a question, clarify or confirm, or show disagreement.

1 We could reduce salaries by 10-15 per cent.

2 I think we should increase working hours from 40 ro 45

hours a week.

3 We can save money if people share a computer.

4 We should use recycled paper for all printing.

5 We can cut costs by reducing the number of staff.

6 We can save money by only printing in black and white.

7 We could move ro a smaller office.

Grammar reterence UNIT 12 141

DMACMlllAN ICTIONARY

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